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Tazewell Intermediate

General school information

Category: Elementary (03-05) School
Phone: 276-988-4510
Address: 1253 West Riverside Drive North Tazewell, VA 24630-9505
Principal: Mrs. Karrie Kinder
Superintendent: Dr. Christopher Stacy
School Number: 450
Region: 7
Division: Tazewell County Public Schools
Division Number: 92
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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: 2018 through 2020

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 26 63 89 11 23 67 89 11 12 68 79 21
Female 23 65 87 13 28 63 92 8 10 71 80 20
Male 31 60 90 10 16 71 86 14 13 65 78 22
American Indian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 26 63 89 11 23 67 90 10 13 65 78 22
Multiple Races < < < < < < < < < < < <
Students with Disabilities 14 60 74 26 17 63 79 21 6 63 69 31
Students without Disabilities 31 64 94 6 24 68 92 8 14 70 84 16
Economically Disadvantaged 18 68 86 14 25 62 87 13 11 68 80 20
Not Economically Disadvantaged 45 50 95 5 15 81 96 4 13 65 78 22
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 73 88 12 13 77 90 10 7 59 65 35
Female 16 74 89 11 18 71 88 12 10 52 62 38
Male 14 71 86 14 8 85 92 8 4 64 68 32
Hispanic < < 100 0
White 15 73 88 12 15 74 89 11 7 57 64 36
Multiple Races < < 100 0 < < < <
Students with Disabilities - 73 73 27 < < < < - 47 47 53
Students without Disabilities 23 73 95 5 12 84 96 4 10 65 74 26
Economically Disadvantaged 4 83 88 13 13 75 88 13 7 57 63 37
Not Economically Disadvantaged < < < < < < 100 0 6 63 69 31
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
All Students 29 61 90 10 21 68 88 12 16 75 91 9
Female 23 63 87 13 19 75 94 6 13 80 93 7
Male 37 58 95 5 22 61 83 17 18 71 88 12
American Indian < < 100 0
Black < < 100 0
White 29 61 90 10 23 70 93 7 17 72 90 10
Multiple Races < < < < < < 100 0
Students with Disabilities 27 64 91 9 15 62 77 23 < < < <
Students without Disabilities 29 61 89 11 24 71 95 5 15 78 93 7
Economically Disadvantaged 21 68 88 12 24 62 86 14 14 75 89 11
Not Economically Disadvantaged 47 47 93 7 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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
All Students 32 56 88 12 30 60 89 11 15 73 88 12
Female 27 59 86 14 41 52 93 7 7 87 93 7
Male 37 53 89 11 15 70 85 15 22 61 83 17
Hispanic < < 100 0 < < 100 0
White 32 57 89 11 28 61 89 11 17 70 87 13
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 15 46 62 38 < < 100 0 7 80 87 13
Students without Disabilities 39 61 100 0 32 56 88 12 22 67 89 11
Economically Disadvantaged 26 56 81 19 34 53 88 13 13 73 87 13
Not Economically Disadvantaged 43 57 100 0 20 73 93 7 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 100 0
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
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
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
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
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 14 74 88 12 19 72 91 9 9 77 86 14
Female 10 81 90 10 22 72 93 7 8 82 90 10
Male 20 65 85 15 16 73 88 12 10 73 83 17
American Indian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White 14 76 90 10 21 71 91 9 10 76 86 14
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 8 67 75 25 8 71 79 21 3 60 63 37
Students without Disabilities 17 77 93 7 22 72 94 6 12 86 97 3
Economically Disadvantaged 14 73 86 14 18 74 92 8 9 77 86 14
Not Economically Disadvantaged 16 76 92 8 23 65 88 12 9 78 87 13
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 66 69 31 3 87 90 10 9 70 78 22
Female - 75 75 25 6 76 82 18 5 81 86 14
Male 7 53 60 40 - 100 100 0 12 60 72 28
Hispanic < < < < < < 100 0
White 3 72 75 25 4 85 89 11 10 67 76 24
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 42 42 58 < < < < - 47 47 53
Students without Disabilities 4 78 83 17 - 100 100 0 13 81 94 6
Economically Disadvantaged 4 58 62 38 4 83 88 13 10 67 77 23
Not Economically Disadvantaged < < < < < < 100 0 6 75 81 19
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 84 92 8 24 68 91 9 16 78 94 6
Female 3 90 93 7 31 69 100 0 20 67 87 13
Male 15 75 90 10 17 67 83 17 12 88 100 0
American Indian < < 100 0
Black < < 100 0
White 8 84 92 8 27 67 93 7 17 76 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 9 73 82 18 8 77 85 15 < < < <
Students without Disabilities 8 87 95 5 33 62 95 5 15 85 100 0
Economically Disadvantaged 9 86 94 6 24 69 93 7 14 79 93 7
Not Economically Disadvantaged 7 80 87 13 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 68 100 0 26 66 91 9 3 88 91 9
Female 27 73 100 0 26 70 96 4 - 100 100 0
Male 37 63 100 0 25 60 85 15 6 78 83 17
Hispanic < < 100 0 < < < <
White 30 70 100 0 27 64 91 9 3 90 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 15 85 100 0 < < 100 0 - 80 80 20
Students without Disabilities 39 61 100 0 29 61 90 10 6 94 100 0
Economically Disadvantaged 30 70 100 0 22 72 94 6 3 87 90 10
Not Economically Disadvantaged 36 64 100 0 33 53 87 13 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 54 93 7 21 68 89 11 9 79 88 12
Female 41 45 86 14 15 81 96 4 13 80 93 7
Male 37 63 100 0 30 50 80 20 6 78 83 17
Hispanic < < 100 0 < < 100 0
White 35 59 95 5 20 69 89 11 10 76 86 14
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 15 62 77 23 < < < < 7 73 80 20
Students without Disabilities 50 50 100 0 24 68 93 7 11 83 94 6
Economically Disadvantaged 37 56 93 7 16 78 94 6 10 77 87 13
Not Economically Disadvantaged 43 50 93 7 33 47 80 20 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 54 93 7 21 68 89 11 9 79 88 12
Female 41 45 86 14 15 81 96 4 13 80 93 7
Male 37 63 100 0 30 50 80 20 6 78 83 17
Hispanic < < 100 0 < < 100 0
White 35 59 95 5 20 69 89 11 10 76 86 14
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 15 62 77 23 < < < < 7 73 80 20
Students without Disabilities 50 50 100 0 24 68 93 7 11 83 94 6
Economically Disadvantaged 37 56 93 7 16 78 94 6 10 77 87 13
Not Economically Disadvantaged 43 50 93 7 33 47 80 20 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 30 62 92 8 62 32 94 6 44 50 94 6
Female 27 67 93 7 75 25 100 0 33 53 87 13
Male 35 55 90 10 50 39 89 11 53 47 100 0
American Indian < < 100 0
Black < < 100 0
White 31 61 92 8 67 27 93 7 48 45 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 27 45 73 27 31 54 85 15 < < < <
Students without Disabilities 31 67 97 3 81 19 100 0 41 59 100 0
Economically Disadvantaged 23 69 91 9 59 34 93 7 43 50 93 7
Not Economically Disadvantaged 47 47 93 7 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 62 92 8 62 32 94 6 42 52 94 6
Female 27 67 93 7 75 25 100 0 29 57 86 14
Male 35 55 90 10 50 39 89 11 53 47 100 0
American Indian < < 100 0
Black < < 100 0
White 31 61 92 8 67 27 93 7 46 46 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 27 45 73 27 31 54 85 15 < < < <
Students without Disabilities 31 67 97 3 81 19 100 0 41 59 100 0
Economically Disadvantaged 23 69 91 9 59 34 93 7 41 52 93 7
Not Economically Disadvantaged 47 47 93 7 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ 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---
Division---
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten18--
Kindergarten47--
Grade 141--
Grade 245--
Grade 347111108
Grade 432118117
Grade 531111114
Total Students261340339

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students261340339
Female116163159
Male145177180
American Indian222
Black61512
Hispanic443
White241309308
Multiple Races81014
Students with Disabilities524648
Students without Disabilities209294291
Economically Disadvantaged180200191
Not Economically Disadvantaged81140148
Not English Learners261340339
Homeless4-1
Military Connected843
< = 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 Students206481825418358
Female1072197187824
Male9927853610534
American Indian----<<
Black<<<<<<
Hispanic<<<<<<
White194481705216755
Multiple Races<<<<<<
Students with Disabilities441141113912
Economically Disadvantaged138361234113443
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
Disorderly or Disruptive Behavior Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----0.8
Asian------
Black0.722.3
Hispanic1.10.81.5
Native Hawaiian------
White96.494.192.3100
Multiple Races1.83.13.1
< = 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 Indian0.8
Asian
Black0.722.3
Hispanic1.10.81.5
Native Hawaiian
White96.494.192.3
Multiple Races1.83.13.1
< = 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 Indian----0.8
Asian------
Black0.722.3
Hispanic1.10.81.5
Native Hawaiian------
White96.494.192.3
Multiple Races1.83.13.1
< = 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 86.794.286.6
< = 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 82.181.487.9
< = 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 90.891.484.4
< = 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: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201864%36%0%0%
2018-201959%41%0%0%
2019-202044%52%0%4%
< = 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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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