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Tabb Middle

General school information

Category: Middle (06-08) School
Phone: 757-898-0320
Address: 300 Yorktown Rd Yorktown, VA 23693
Principal: Heather J. Young
Superintendent: Dr. Victor D. Shandor
School Number: 190
Region: 2
Division: York County Public Schools
Division Number: 98
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

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

ACCREDITATION

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

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 68 92 8 23 68 91 9 22 68 91 9
Female 25 69 94 6 24 68 93 7 23 69 92 8
Male 22 68 89 11 23 67 90 10 22 67 89 11
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 41 53 95 5 26 67 93 7 35 58 94 6
Black 14 79 93 7 9 77 86 14 14 66 81 19
Hispanic 17 74 91 9 19 72 90 10 23 70 93 8
Native Hawaiian < < 100 0 < < < < < < < <
White 25 67 92 8 27 66 93 7 23 69 92 8
Multiple Races 23 64 86 14 23 60 83 17 21 69 90 10
Students with Disabilities 11 54 65 35 7 59 66 34 15 47 63 37
Students without Disabilities 25 70 94 6 25 69 94 6 23 70 93 7
Economically Disadvantaged 12 72 85 15 14 70 84 16 15 68 82 18
Not Economically Disadvantaged 26 68 93 7 26 67 93 7 25 68 93 7
English Learners 3 81 84 16 17 58 75 25 19 69 88 13
Homeless < < 100 0 < < < < < < < <
Military Connected 20 71 91 9 20 68 88 12
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 28 64 92 8 26 68 94 6 25 66 91 9
Female 27 67 94 6 27 66 93 7 23 68 91 9
Male 28 61 89 11 25 69 95 5 26 65 91 9
Asian 29 67 95 5 20 73 93 7 58 42 100 0
Black 21 74 95 5 8 85 92 8 21 60 81 19
Hispanic 7 86 93 7 30 63 93 7 24 71 95 5
White 32 59 91 9 31 65 96 4 24 70 93 7
Multiple Races 32 58 90 10 21 63 83 17 23 64 86 14
Students with Disabilities 13 52 65 35 11 56 67 33 17 50 67 33
Students without Disabilities 29 65 95 5 28 69 97 3 26 69 95 5
Economically Disadvantaged 14 66 80 20 18 72 90 10 17 65 83 17
Not Economically Disadvantaged 31 63 94 6 29 66 95 5 27 67 94 6
English Learners 7 80 87 13 < < 100 0 < < 100 0
Homeless < < 100 0 < < < <
Military Connected 22 71 92 8 17 70 87 13
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 23 72 95 5 26 66 91 9 27 68 95 5
Female 27 71 98 2 27 65 93 7 28 67 95 5
Male 20 73 92 8 24 66 90 10 26 70 96 4
Asian 52 48 100 0 21 74 95 5 28 67 94 6
Black 9 82 91 9 14 76 89 11 17 77 94 6
Hispanic 20 73 93 7 6 82 88 12 33 63 96 4
Native Hawaiian < < 100 0 < < 100 0
White 24 71 95 5 31 61 93 7 28 68 95 5
Multiple Races 18 75 93 7 33 52 85 15 24 72 97 3
Students with Disabilities 8 69 77 23 10 67 77 23 13 56 69 31
Students without Disabilities 25 72 97 3 27 65 93 7 28 69 97 3
Economically Disadvantaged 13 79 92 8 13 68 81 19 17 73 90 10
Not Economically Disadvantaged 25 70 95 5 29 65 94 6 30 67 97 3
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 23 69 92 8 25 71 96 4
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 19 70 89 11 18 70 88 12 16 69 86 14
Female 21 70 91 9 17 75 92 8 17 72 90 10
Male 16 70 86 14 18 66 85 15 15 67 82 18
American Indian < < 100 0 < < 100 0
Asian 44 44 88 13 35 57 91 9 28 61 89 11
Black 11 81 92 8 6 71 76 24 5 64 69 31
Hispanic 22 65 86 14 17 72 89 11 8 78 86 14
Native Hawaiian < < 100 0 < < < < < < < <
White 18 73 91 9 19 72 92 8 19 70 89 11
Multiple Races 14 57 71 29 15 67 81 19 17 69 86 14
Students with Disabilities 13 39 52 48 - 55 55 45 15 38 54 46
Students without Disabilities 19 73 92 8 20 72 92 8 16 72 89 11
Economically Disadvantaged 9 73 82 18 8 71 79 21 9 65 74 26
Not Economically Disadvantaged 21 69 90 10 20 70 90 10 18 71 89 11
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 16 73 89 11 17 63 80 20
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 28 55 84 16 35 51 86 14 30 52 81 19
Female 31 61 92 8 41 51 93 7 36 53 89 11
Male 25 49 74 26 29 51 81 19 24 51 75 25
American Indian < < 100 0 < < 100 0
Asian 47 53 100 0 65 26 91 9 53 47 100 0
Black 22 65 86 14 18 62 79 21 14 55 69 31
Hispanic 29 58 87 13 36 48 85 15 18 55 74 26
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 29 54 83 17 35 52 87 13 34 49 84 16
Multiple Races 24 43 67 33 29 57 86 14 28 59 86 14
Students with Disabilities 5 33 38 62 7 45 52 48 3 40 43 57
Students without Disabilities 30 57 87 13 38 52 90 10 33 53 86 14
Economically Disadvantaged 16 58 74 26 19 60 79 21 11 64 75 25
Not Economically Disadvantaged 31 55 85 15 38 50 88 12 34 49 83 17
English Learners < < < < < < < < < < 100 0
Homeless < < < <
Military Connected 36 52 88 12 25 57 82 18
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 28 55 84 16 35 51 86 14 30 52 81 19
Female 31 61 92 8 41 51 93 7 36 53 89 11
Male 25 49 74 26 29 51 81 19 24 51 75 25
American Indian < < 100 0 < < 100 0
Asian 47 53 100 0 65 26 91 9 53 47 100 0
Black 22 65 86 14 18 62 79 21 14 55 69 31
Hispanic 29 58 87 13 36 48 85 15 18 55 74 26
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 29 54 83 17 35 52 87 13 34 49 84 16
Multiple Races 24 43 67 33 29 57 86 14 28 59 86 14
Students with Disabilities 5 33 38 62 7 45 52 48 3 40 43 57
Students without Disabilities 30 57 87 13 38 52 90 10 33 53 86 14
Economically Disadvantaged 16 58 74 26 19 60 79 21 11 64 75 25
Not Economically Disadvantaged 31 55 85 15 38 50 88 12 34 49 83 17
English Learners < < < < < < < < < < 100 0
Homeless < < < <
Military Connected 36 52 88 12 25 57 82 18
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 28 68 96 4 27 65 92 8 30 66 96 4
Female 27 71 98 2 27 65 92 8 31 67 97 3
Male 29 65 95 5 27 66 93 7 30 66 96 4
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 60 40 100 0 33 65 98 2 44 54 98 2
Black 16 79 95 5 13 75 88 12 18 74 92 8
Hispanic 14 80 94 6 29 60 89 11 28 67 94 6
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 30 67 97 3 30 65 94 6 32 66 98 2
Multiple Races 24 67 91 9 26 62 87 13 33 65 98 3
Students with Disabilities 14 63 77 23 11 55 67 33 19 59 78 22
Students without Disabilities 30 69 98 2 29 66 95 5 31 67 98 2
Economically Disadvantaged 10 84 94 6 15 75 90 10 18 76 94 6
Not Economically Disadvantaged 32 65 96 4 30 63 93 7 34 63 97 3
English Learners 35 61 97 3 36 64 100 0 22 78 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 24 68 91 9 27 69 96 4
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 34 63 97 3 42 53 95 5 25 70 95 6
Female 35 62 97 3 40 53 93 7 22 74 96 4
Male 33 63 96 4 44 52 96 4 28 65 93 7
Asian 48 52 100 0 33 60 93 7 < < 100 0
Black 26 68 95 5 18 77 95 5 15 77 92 8
Hispanic 11 85 96 4 45 43 89 11 25 68 93 7
White 36 61 97 3 49 49 97 3 27 69 96 4
Multiple Races 42 52 94 6 38 50 88 13 31 63 94 6
Students with Disabilities 16 58 74 26 14 50 64 36 18 62 79 21
Students without Disabilities 36 63 99 1 45 53 98 2 27 71 98 2
Economically Disadvantaged 11 80 91 9 19 75 94 6 12 80 92 8
Not Economically Disadvantaged 39 59 98 2 49 46 95 5 30 66 95 5
English Learners 40 60 100 0 < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected 30 63 93 7 24 69 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 19 76 95 5 18 66 84 16 10 87 97 3
Female 21 75 96 4 15 69 83 17 10 86 97 3
Male 17 77 94 6 21 64 85 15 9 88 96 4
Asian < < 100 0 27 73 100 0 < < < <
Black 7 81 89 11 13 66 78 22 - 95 95 5
Hispanic 7 80 87 13 12 79 91 9 5 84 89 11
White 23 74 97 3 20 63 83 17 16 84 100 0
Multiple Races 5 89 95 5 13 60 73 27 8 92 100 0
Students with Disabilities 8 71 79 21 14 52 66 34 13 67 80 20
Students without Disabilities 21 77 97 3 18 69 87 13 9 90 99 1
Economically Disadvantaged 6 94 100 0 9 71 80 20 10 86 95 5
Not Economically Disadvantaged 22 72 94 6 21 65 85 15 10 88 97 3
English Learners < < < < < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 18 68 86 14 9 88 97 3
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 79 88 12 2 85 87 13 40 54 95 5
Female 5 89 95 5 5 82 86 14 43 53 96 4
Male 13 69 82 18 - 88 88 13 38 55 93 7
Asian < < 100 0 < < 100 0 56 44 100 0
Black 12 88 100 0 - 79 79 21 31 51 83 17
Hispanic 18 71 88 12 - 69 69 31 40 52 93 7
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 5 83 88 12 3 91 95 5 42 55 97 3
Multiple Races 7 64 71 29 - 77 77 23 36 59 95 5
Students with Disabilities 9 65 74 26 - 64 64 36 15 58 73 27
Students without Disabilities 9 82 92 8 2 92 94 6 43 54 97 3
Economically Disadvantaged 7 79 86 14 - 92 92 8 28 64 91 9
Not Economically Disadvantaged 10 79 89 11 2 83 86 14 45 51 96 4
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected - 82 82 18 36 58 95 5
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 28 72 100 0 21 78 99 1 24 75 99 1
Female 24 76 100 0 24 76 100 0 29 70 99 1
Male 33 67 100 0 19 80 99 1 20 80 100 0
American Indian < < 100 0 < < 100 0
Asian 55 45 100 0 27 73 100 0 38 63 100 0
Black 13 88 100 0 - 100 100 0 17 83 100 0
Hispanic 13 88 100 0 27 73 100 0 24 76 100 0
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 29 71 100 0 22 78 99 1 24 75 99 1
Multiple Races 23 77 100 0 32 68 100 0 24 76 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 28 72 100 0 21 79 99 1 24 76 99 1
Economically Disadvantaged 17 83 100 0 26 74 100 0 16 84 100 0
Not Economically Disadvantaged 30 70 100 0 21 79 99 1 26 73 99 1
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected 25 75 100 0 21 78 99 1
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 55 45 100 0 48 52 100 0 51 49 100 0
Female 46 54 100 0 46 54 100 0 45 55 100 0
Male 64 36 100 0 50 50 100 0 56 44 100 0
Asian 90 10 100 0 44 56 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 55 45 100 0 < < 100 0
White 57 43 100 0 46 54 100 0 48 52 100 0
Multiple Races < < 100 0 < < 100 0 67 33 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 55 45 100 0 49 51 100 0 50 50 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 58 42 100 0 50 50 100 0 51 49 100 0
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected 62 38 100 0 55 45 100 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
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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
< = 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 20 68 88 12 15 76 91 9 24 67 91 9
Female 18 72 90 10 11 82 93 7 22 70 92 8
Male 22 64 86 14 19 70 89 11 27 64 91 9
American Indian < < 100 0 < < 100 0
Asian 44 50 94 6 36 64 100 0 20 80 100 0
Black 8 81 89 11 6 71 76 24 17 60 76 24
Hispanic 21 66 87 13 14 71 86 14 11 75 86 14
Native Hawaiian < < 100 0 < < < < < < 100 0
White 21 68 90 10 16 81 97 3 30 65 95 5
Multiple Races 10 62 71 29 7 70 78 22 24 69 93 7
Students with Disabilities 17 38 54 46 3 66 69 31 15 52 67 33
Students without Disabilities 20 71 91 9 17 77 94 6 25 68 94 6
Economically Disadvantaged 4 78 82 18 6 75 81 19 5 77 81 19
Not Economically Disadvantaged 23 66 89 11 17 76 93 7 30 64 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 13 75 88 12 19 68 87 13
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 20 68 88 12 15 76 91 9 24 67 91 9
Female 18 72 90 10 11 82 93 7 22 70 92 8
Male 22 64 86 14 18 71 89 11 26 65 91 9
American Indian < < 100 0 < < 100 0
Asian 44 50 94 6 35 65 100 0 21 79 100 0
Black 8 81 89 11 6 71 76 24 17 60 76 24
Hispanic 22 65 86 14 14 71 86 14 11 75 86 14
Native Hawaiian < < 100 0 < < < < < < 100 0
White 21 69 90 10 15 81 97 3 29 66 94 6
Multiple Races 10 62 71 29 7 70 78 22 24 69 93 7
Students with Disabilities 17 38 54 46 3 66 69 31 15 52 67 33
Students without Disabilities 20 71 91 9 16 78 93 7 25 69 94 6
Economically Disadvantaged 4 78 82 18 6 75 81 19 5 77 81 19
Not Economically Disadvantaged 23 67 89 11 16 77 93 7 29 65 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 13 75 88 12 19 68 87 13
Biology 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 < < 100 0
Male < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Military Connected < < 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
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 33 60 93 7 27 69 96 4 39 56 95 5
Female 34 58 92 8 28 69 96 4 38 58 95 5
Male 32 62 93 7 26 69 95 5 40 55 94 6
American Indian < < 100 0 < < 100 0
Asian 44 50 94 6 52 43 96 4 41 59 100 0
Black 19 81 100 0 9 82 91 9 14 71 86 14
Hispanic 35 57 92 8 23 66 89 11 33 53 86 14
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 37 56 93 7 28 71 99 1 45 52 97 3
Multiple Races 14 62 76 24 35 58 92 8 41 59 100 0
Students with Disabilities 17 67 83 17 14 66 79 21 19 58 77 23
Students without Disabilities 34 59 94 6 29 69 98 2 41 56 96 4
Economically Disadvantaged 18 64 82 18 19 70 89 11 16 70 86 14
Not Economically Disadvantaged 36 59 95 5 29 68 97 3 45 52 97 3
English Learners < < < < < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 29 67 95 5 35 57 92 8
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 32 60 93 7 27 69 96 4 38 56 95 5
Female 34 58 92 8 28 69 96 4 38 58 95 5
Male 31 63 93 7 26 69 95 5 39 55 94 6
American Indian < < 100 0 < < 100 0
Asian 44 50 94 6 52 43 96 4 41 59 100 0
Black 17 83 100 0 9 82 91 9 14 71 86 14
Hispanic 33 58 92 8 23 66 89 11 31 54 86 14
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 37 56 93 7 28 71 99 1 45 52 97 3
Multiple Races 14 62 76 24 35 58 92 8 41 59 100 0
Students with Disabilities 9 73 82 18 14 66 79 21 13 63 75 25
Students without Disabilities 34 59 94 6 29 69 98 2 41 56 96 4
Economically Disadvantaged 18 64 82 18 19 70 89 11 16 70 86 14
Not Economically Disadvantaged 35 59 95 5 29 68 97 3 44 53 97 3
English Learners < < < < < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 29 67 95 5 35 57 92 8
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
School-26
Division191818
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 6277274326
Grade 7314284289
Grade 8269313287
Total Students860871902

< = 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 Students860871902
Female419437450
Male441434452
American Indian412
Asian574850
Black102129115
Hispanic110118124
Native Hawaiian835
White492489509
Multiple Races878397
Students with Disabilities8885113
Students without Disabilities772786789
Economically Disadvantaged192194231
Not Economically Disadvantaged668677671
English Learners374457
Not English Learners823827845
Homeless356
Military Connected365402432
< = 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 Students820408174582643
Female401184012340920
Male419224162241723
American Indian<<<<<<
Asian561561490
Black104610551233
Hispanic95610961156
Native Hawaiian<<<<<<
White484204612746027
Multiple Races747766757
Students with Disabilities79137910758
Economically Disadvantaged141151622117313
English Learners330341430
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 30
Other Offenses Against Persons 25
Offenses Against Staff <
Offenses Against Student 14

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.50.1
Asian6.86.62.65.5
Black13.216.211.915.414.831.4
Hispanic11.613.512.810.313.55.7
Native Hawaiian0.60.90.3
White58.151.457.246.256.137.1
Multiple Races9.418.910.125.69.525.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.50.1
Asian6.86.65.5
Black13.25011.914.8
Hispanic11.65012.813.5
Native Hawaiian0.60.90.3
White58.157.256.1
Multiple Races9.410.19.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.50.1
Asian6.86.65.5
Black13.211.914.8
Hispanic11.612.813.5
Native Hawaiian0.60.90.3
White58.157.256.1
Multiple Races9.410.19.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 22.222.525.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 11.79.17.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 61.462.255.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201832%65%0%3%
2018-201931%64%1%4%
2019-202035%60%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

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