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South County Middle

General school information

Category: Middle (07-08) School
Phone: 703-690-5500
Address: 8700 Laurel Crest Dr. Lorton, VA 22079
Principal: Peter A Kownacki
Superintendent: Dr. Scott S. Brabrand
School Number: 2420
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 Two
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 65 86 14 19 67 86 14 20 66 86 14
Female 27 64 92 8 21 70 91 9 22 66 89 11
Male 15 65 80 20 16 65 81 19 18 66 84 16
American Indian < < 100 0 < < 100 0
Asian 28 64 93 7 23 70 93 7 24 69 93 7
Black 14 62 76 24 13 63 76 24 12 63 75 25
Hispanic 15 60 75 25 8 71 79 21 13 63 76 24
Native Hawaiian < < < < < < < < < < < <
White 23 68 91 9 24 68 91 9 25 67 92 8
Multiple Races 34 57 91 9 19 63 83 17 25 68 93 7
Students with Disabilities 6 37 44 56 7 43 49 51 11 41 52 48
Students without Disabilities 24 69 93 7 21 72 93 7 21 70 91 9
Economically Disadvantaged 8 60 68 32 9 68 78 22 11 61 72 28
Not Economically Disadvantaged 24 66 90 10 21 67 88 12 23 67 90 10
English Learners 10 61 71 29 - 12 12 88 9 23 33 67
Homeless < < < < < < < < < < 100 0
Military Connected 29 63 92 8 27 64 90 10
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 64 88 12 24 64 88 12 25 63 88 12
Female 32 62 94 6 27 65 92 8 28 61 89 11
Male 17 66 82 18 21 64 85 15 22 65 86 14
American Indian < < 100 0
Asian 31 66 97 3 27 66 93 7 30 66 96 4
Black 13 68 80 20 19 60 79 21 12 68 79 21
Hispanic 15 63 78 22 9 74 83 17 15 58 73 27
Native Hawaiian < < < < < < 100 0
White 29 64 93 7 29 63 92 8 32 61 93 7
Multiple Races 39 48 87 13 27 63 90 10 36 59 95 5
Students with Disabilities 8 42 50 50 9 43 52 48 14 46 60 40
Students without Disabilities 27 68 95 5 26 68 94 6 26 65 91 9
Economically Disadvantaged 8 66 75 25 13 68 81 19 10 65 75 25
Not Economically Disadvantaged 28 63 92 8 27 63 90 10 29 62 92 8
English Learners 13 69 82 18 - 12 12 88 13 25 38 63
Homeless < < < < < < < < < < 100 0
Military Connected 36 62 97 3 32 59 91 9
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 18 65 84 16 14 70 84 16 15 69 85 15
Female 23 66 89 11 16 74 91 9 16 72 88 12
Male 14 64 78 22 11 66 77 23 14 67 81 19
Asian 26 63 89 11 19 74 93 7 18 72 90 10
Black 15 57 72 28 7 66 73 27 13 59 72 28
Hispanic 14 56 70 30 7 69 76 24 10 69 79 21
Native Hawaiian < < < < < < 100 0 < < < <
White 17 72 89 11 18 72 90 10 18 73 91 9
Multiple Races 28 68 96 4 12 64 76 24 10 79 90 10
Students with Disabilities 5 31 36 64 5 42 47 53 10 37 46 54
Students without Disabilities 20 70 90 10 15 76 91 9 16 75 92 8
Economically Disadvantaged 7 52 59 41 6 68 74 26 12 57 69 31
Not Economically Disadvantaged 21 68 88 12 16 71 86 14 16 72 89 11
English Learners 5 44 49 51 - 12 12 88 5 21 26 74
Homeless < < < < < < 100 0
Military Connected 22 65 87 13 21 69 90 10
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 32 52 84 16 31 51 82 18 28 57 85 15
Female 43 48 91 9 42 50 92 8 33 57 90 10
Male 22 56 77 23 19 53 71 29 23 58 81 19
Asian 49 45 94 6 41 44 86 14 39 56 95 5
Black 19 54 73 27 20 54 74 26 16 55 71 29
Hispanic 20 56 76 24 16 58 74 26 16 63 79 21
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 36 51 87 13 37 51 87 13 33 58 91 9
Multiple Races 28 60 88 12 39 48 87 13 29 57 86 14
Students with Disabilities 7 43 49 51 8 38 47 53 7 42 49 51
Students without Disabilities 36 53 89 11 34 53 88 12 31 60 91 9
Economically Disadvantaged 18 48 66 34 17 50 68 32 11 63 74 26
Not Economically Disadvantaged 35 53 88 13 34 52 86 14 32 56 88 12
English Learners 8 53 61 39 < < 100 0
Homeless < < < < < < 100 0
Military Connected 33 48 80 20 30 58 88 12
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 32 52 84 16 31 51 82 18 28 57 85 15
Female 43 48 91 9 42 50 92 8 33 57 90 10
Male 22 56 77 23 19 53 71 29 23 58 81 19
Asian 49 45 94 6 41 44 86 14 39 56 95 5
Black 19 54 73 27 20 54 74 26 16 55 71 29
Hispanic 20 56 76 24 16 58 74 26 16 63 79 21
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 36 51 87 13 37 51 87 13 33 58 91 9
Multiple Races 28 60 88 12 39 48 87 13 29 57 86 14
Students with Disabilities 7 43 49 51 8 38 47 53 7 42 49 51
Students without Disabilities 36 53 89 11 34 53 88 12 31 60 91 9
Economically Disadvantaged 18 48 66 34 17 50 68 32 11 63 74 26
Not Economically Disadvantaged 35 53 88 13 34 52 86 14 32 56 88 12
English Learners 8 53 61 39 < < 100 0
Homeless < < < < < < 100 0
Military Connected 33 48 80 20 30 58 88 12
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 22 66 88 12 22 64 86 14 27 64 91 9
Female 26 66 92 8 25 66 90 10 29 64 93 7
Male 19 65 84 16 19 63 82 18 24 64 89 11
American Indian < < 100 0 < < < <
Asian 36 60 95 5 36 60 96 4 42 55 97 3
Black 12 64 76 24 12 57 69 31 13 70 83 17
Hispanic 10 71 81 19 12 66 79 21 17 64 81 19
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 25 67 92 8 23 69 92 8 30 66 96 4
Multiple Races 29 62 91 9 25 62 87 13 35 55 91 9
Students with Disabilities 4 44 49 51 8 43 50 50 16 40 56 44
Students without Disabilities 25 69 94 6 24 68 92 8 28 68 96 4
Economically Disadvantaged 9 62 71 29 12 59 71 29 15 64 78 22
Not Economically Disadvantaged 25 66 92 8 24 66 90 10 30 64 94 6
English Learners 10 68 78 22 - 38 38 62 13 43 57 43
Homeless < < < < < < < < < < < <
Military Connected 23 65 88 12 27 65 93 7
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 5 70 76 24 5 68 74 26 9 73 82 18
Female 8 74 83 18 7 74 81 19 12 74 86 14
Male 3 67 70 30 5 63 67 33 6 73 79 21
American Indian < < < <
Asian - 87 87 13 17 71 88 12 16 79 95 5
Black 6 55 61 39 1 55 56 44 5 76 80 20
Hispanic 3 69 72 28 5 65 71 29 6 63 69 31
Native Hawaiian < < 100 0 < < 100 0
White 7 79 86 14 3 78 81 19 13 77 90 10
Multiple Races 18 45 64 36 13 67 80 20 5 74 79 21
Students with Disabilities 1 47 49 51 7 36 43 57 9 32 40 60
Students without Disabilities 7 79 85 15 5 78 83 17 9 83 92 8
Economically Disadvantaged 3 59 61 39 4 55 60 40 6 66 72 28
Not Economically Disadvantaged 6 75 82 18 6 74 80 20 11 77 88 13
English Learners 2 73 76 24 - 29 29 71 17 33 50 50
Homeless < < < < < < < < < < < <
Military Connected 6 71 77 23 13 75 89 11
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 17 70 87 13 18 67 85 15 22 68 90 10
Female 21 71 92 8 20 71 90 10 27 66 94 6
Male 12 69 82 18 16 64 80 20 17 69 86 14
Asian 30 63 94 6 31 65 96 4 28 67 96 4
Black 5 70 74 26 10 59 69 31 7 70 77 23
Hispanic 12 69 81 19 9 70 80 20 22 64 87 13
Native Hawaiian < < 100 0 < < 100 0
White 21 70 91 9 22 71 93 7 26 71 97 3
Multiple Races 8 88 96 4 10 67 76 24 39 54 93 7
Students with Disabilities 2 37 39 61 6 46 52 48 19 43 61 39
Students without Disabilities 19 75 95 5 21 73 93 7 23 74 97 3
Economically Disadvantaged 8 65 73 27 16 57 73 27 15 62 77 23
Not Economically Disadvantaged 19 72 91 9 18 70 88 12 24 70 94 6
English Learners 12 67 79 21 - 42 42 58 5 53 58 42
Homeless < < < < < < 100 0
Military Connected 18 67 86 14 25 65 89 11
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 32 67 99 1 31 66 97 3 42 57 99 1
Female 34 64 99 1 33 63 96 4 43 56 99 1
Male 29 69 98 2 29 69 98 2 42 57 99 1
Asian 41 59 100 0 41 59 100 0 54 45 99 1
Black 23 77 100 0 30 61 91 9 28 67 95 5
Hispanic 20 80 100 0 29 61 89 11 33 67 100 0
Native Hawaiian < < 100 0 < < 100 0
White 30 66 97 3 29 70 99 1 40 60 100 0
Multiple Races 54 46 100 0 29 71 100 0 53 47 100 0
Students with Disabilities 30 70 100 0 < < 100 0 20 80 100 0
Students without Disabilities 32 67 98 2 32 65 97 3 43 56 99 1
Economically Disadvantaged 22 74 96 4 15 79 94 6 38 62 100 0
Not Economically Disadvantaged 33 66 99 1 34 64 98 2 43 56 99 1
English Learners 35 53 88 12 < < 100 0 < < 100 0
Military Connected 31 67 98 2 36 64 100 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 92 8 100 0 85 15 100 0 75 25 100 0
Female 87 13 100 0 89 11 100 0 90 10 100 0
Male 96 4 100 0 79 21 100 0 68 32 100 0
Asian 89 11 100 0 83 17 100 0 85 15 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 96 4 100 0 79 21 100 0 67 33 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 91 9 100 0 86 14 100 0 75 25 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 91 9 100 0 84 16 100 0 75 25 100 0
English Learners < < 100 0
Military Connected < < 100 0 75 25 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0
White < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < 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
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 14 76 90 10 10 75 85 15 17 71 88 12
Female 16 75 91 9 8 80 88 12 15 75 89 11
Male 12 76 88 12 12 70 82 18 19 67 86 14
Asian 21 73 94 6 16 77 92 8 24 70 94 6
Black 8 71 79 21 5 67 72 28 7 70 78 22
Hispanic 9 71 80 20 5 74 79 21 7 75 82 18
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 15 79 94 6 13 78 92 8 21 72 93 7
Multiple Races 20 80 100 0 9 76 85 15 24 62 86 14
Students with Disabilities 5 48 53 47 6 44 50 50 13 42 55 45
Students without Disabilities 15 80 95 5 11 81 92 8 17 76 94 6
Economically Disadvantaged 6 67 73 27 4 68 73 27 5 70 75 25
Not Economically Disadvantaged 15 77 93 7 12 77 89 11 20 71 91 9
English Learners 7 59 66 34 - 24 24 76 5 33 38 62
Homeless < < < < < < 100 0
Military Connected 22 65 87 13 22 69 91 9
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 14 76 90 10 10 75 85 15 17 71 88 12
Female 16 75 91 9 8 80 88 12 15 75 89 11
Male 12 76 88 12 12 70 82 18 19 67 86 14
Asian 21 73 94 6 16 77 92 8 24 70 94 6
Black 8 71 79 21 5 67 72 28 7 70 78 22
Hispanic 9 71 80 20 5 74 79 21 7 75 82 18
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 15 79 94 6 13 78 92 8 21 72 93 7
Multiple Races 20 80 100 0 9 76 85 15 24 62 86 14
Students with Disabilities 5 48 53 47 6 44 50 50 13 42 55 45
Students without Disabilities 15 80 95 5 11 81 92 8 17 76 94 6
Economically Disadvantaged 6 67 73 27 4 68 73 27 5 70 75 25
Not Economically Disadvantaged 15 77 93 7 12 77 89 11 20 71 91 9
English Learners 7 59 66 34 - 24 24 76 5 33 38 62
Homeless < < < < < < 100 0
Military Connected 22 65 87 13 22 69 91 9
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 39 55 94 6 33 59 92 8 28 64 91 9
Female 41 53 95 5 34 60 95 5 27 66 93 7
Male 37 56 93 7 32 57 89 11 28 62 90 10
Asian 47 51 98 2 41 54 96 4 38 57 94 6
Black 29 58 87 13 20 67 87 13 19 65 84 16
Hispanic 32 58 89 11 22 66 88 13 15 71 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 43 53 96 4 43 53 96 4 33 63 96 4
Multiple Races 35 65 100 0 24 58 82 18 17 76 93 7
Students with Disabilities 12 58 71 29 13 54 66 34 13 51 63 37
Students without Disabilities 43 54 97 3 37 59 96 4 30 66 96 4
Economically Disadvantaged 18 69 87 13 19 66 85 15 13 68 81 19
Not Economically Disadvantaged 43 52 95 5 37 56 94 6 31 63 94 6
English Learners 18 68 86 14 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 48 42 90 10 31 62 93 7
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 55 94 6 33 59 92 8 27 64 91 9
Female 41 53 95 5 34 60 94 6 26 66 92 8
Male 37 56 93 7 32 57 89 11 28 63 90 10
Asian 47 51 98 2 41 55 95 5 38 57 94 6
Black 29 58 87 13 19 68 87 13 19 65 84 16
Hispanic 32 58 89 11 22 66 88 13 13 72 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 43 53 96 4 43 53 96 4 33 63 96 4
Multiple Races 35 65 100 0 24 58 82 18 14 79 93 7
Students with Disabilities 12 58 71 29 10 53 63 37 7 53 60 40
Students without Disabilities 43 54 97 3 37 59 96 4 30 66 96 4
Economically Disadvantaged 18 69 87 13 17 68 85 15 11 69 80 20
Not Economically Disadvantaged 43 52 95 5 37 56 93 7 31 63 94 6
English Learners 18 68 86 14 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 48 42 90 10 31 62 93 7
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
School254
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 7530550512
Grade 8542540545
Total Students1,0721,0901,057

< = 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 Students107210901057
Female527514525
Male545576532
Asian199209203
Black218230223
Hispanic167171171
Native Hawaiian243
White424406381
Multiple Races626875
Students with Disabilities159149142
Students without Disabilities913941915
Economically Disadvantaged224241240
Not Economically Disadvantaged848849817
English Learners202269165
Not English Learners870821892
Homeless1-3
Military Connected129166149
Foster Care1-1
< = 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 Students996661,006721,00278
Female497394933447044
Male499275133853234
American Indian<<--<<
Asian1745189919711
Black193122081121518
Hispanic15691541914719
Native Hawaiian<<<<<<
White415353972637228
Multiple Races535567652
Students with Disabilities133171512413617
Economically Disadvantaged181202063220731
English Learners175101831614516
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 23
Disorderly or Disruptive Behavior Offenses 26
Other Offenses Against Persons 29
Property Offenses <
Weapons Offenses <
Offenses Against Student 22

< = 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--0.2
Asian16.95.718.67.919.26
Black18.647.220.363.221.166
Hispanic15.711.315.613.215.712
Native Hawaiian0.41.90.20.4
White42.820.839.610.537.24
Multiple Races5.513.25.85.36.212
< = 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 Indian0.10.2
Asian16.918.62519.2
Black18.610020.35021.175
Hispanic15.715.62515.7
Native Hawaiian0.40.20.4
White42.839.637.225
Multiple Races5.55.86.2
< = 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--0.2
Asian16.918.619.2
Black18.620.321.1
Hispanic15.715.615.7
Native Hawaiian0.40.20.4
White42.839.637.2
Multiple Races5.55.86.2
< = 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 17.820.920.4
< = 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 16.113.614.5
< = 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 75.471.573.4
< = 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
2016-201729%68%2%1%
2017-201825%73%2%0%
2018-201923%75%2%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 Students87%86%73%75%
Asian93%93%87%75%
Black77%76%60%75%
Hispanic77%77%63%75%
White92%91%81%75%
Economically Disadvantaged74%73%62%75%
English Learners70%72%53%75%
Students with Disabilities53%48%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 Students91%88%74%70%
Asian97%96%89%70%
Black83%76%60%70%
Hispanic82%80%64%70%
White96%94%81%70%
Economically Disadvantaged79%74%63%70%
English Learners83%79%57%70%
Students with Disabilities57%51%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 Students88%
Asian94%
Black80%
Hispanic82%
White93%
Economically Disadvantaged77%
English Learners58%
Students with Disabilities55%

< = 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 Students89%93%
Asian94%97%
Black80%86%
Hispanic82%87%
White93%97%
Economically Disadvantaged78%84%
English Learners75%88%
Students with Disabilities61%64%

< = 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 Students7%7%9%10%
Asian5%4%5%10%
Black8%6%9%10%
Hispanic11%9%9%10%
White7%7%9%10%
Economically Disadvantaged13%12%13%10%
English Learners10%8%8%10%
Students with Disabilities11%12%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 Progress57%46%58%
English Learner Proficiency14%--

< = 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 Progress173057%
English Learner Proficiency53514%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%100%
Asian100%99%100%
Black100%98%100%
Hispanic100%100%100%
White99%98%100%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged100%99%100%
English Learners100%99%100%
Students with Disabilities99%100%100%
Students without Disabilities100%98%100%
Female100%99%100%
Male100%98%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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