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Thoreau Middle

General school information

Category: Middle (07-08) School
Phone: 703-846-8000
Address: 2505 Cedar Ln Vienna, VA 22180
Principal: Yusef Azimi
Superintendent: Dr. Scott S. Brabrand
School Number: 1140
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 62 91 9 28 63 91 9 25 62 88 12
Female 36 57 93 7 34 60 94 6 31 60 90 10
Male 23 66 89 11 24 65 89 11 20 65 85 15
Asian 25 66 91 9 30 63 93 7 28 63 90 10
Black 11 72 83 17 21 68 89 11 9 67 76 24
Hispanic 24 47 72 28 11 50 61 39 14 53 67 33
Native Hawaiian < < < < < < 100 0
White 30 64 94 6 31 64 95 5 28 64 92 8
Multiple Races 32 61 92 8 33 66 99 1 29 67 97 3
Students with Disabilities 9 53 61 39 9 56 65 35 7 44 51 49
Students without Disabilities 32 64 96 4 32 64 96 4 28 66 94 6
Economically Disadvantaged 17 41 59 41 6 46 52 48 6 55 61 39
Not Economically Disadvantaged 30 64 94 6 31 64 95 5 28 64 92 8
English Learners 18 43 61 39 - 13 13 87 4 26 31 69
Homeless < < < < < < < < < < < <
Military Connected 24 67 91 9 25 63 88 12
Foster Care < < < <
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 33 61 94 6 31 59 90 10 27 62 89 11
Female 44 52 97 3 40 54 94 6 33 58 91 9
Male 24 67 92 8 24 63 88 12 21 66 88 12
Asian 33 63 96 4 35 58 93 7 29 64 93 7
Black < < < < < < < < 11 61 71 29
Hispanic 24 47 71 29 13 49 62 38 17 56 73 27
Native Hawaiian < < < < < < 100 0
White 34 63 97 3 35 60 95 5 31 63 93 7
Multiple Races 39 56 95 5 31 69 100 0 33 63 95 5
Students with Disabilities 11 54 64 36 11 50 61 39 5 49 55 45
Students without Disabilities 36 62 98 2 36 61 97 3 31 64 95 5
Economically Disadvantaged 18 45 63 37 7 48 55 45 6 59 66 34
Not Economically Disadvantaged 34 62 97 3 34 60 94 6 32 63 94 6
English Learners 20 52 72 28 - 18 18 82 5 33 37 63
Homeless < < < < < < < < < < < <
Military Connected 25 61 86 14 19 75 94 6
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 25 64 88 12 26 66 92 8 22 63 85 15
Female 28 62 90 10 28 66 94 6 27 62 89 11
Male 21 65 87 13 23 67 90 10 18 64 82 18
Asian 17 69 87 13 25 69 94 6 26 60 86 14
Black - 82 82 18 10 80 90 10 6 76 82 18
Hispanic 24 48 72 28 9 51 60 40 10 49 59 41
White 27 64 92 8 27 68 96 4 24 65 89 11
Multiple Races 20 68 88 12 35 63 98 2 26 72 98 2
Students with Disabilities 7 52 59 41 7 64 71 29 8 37 46 54
Students without Disabilities 27 66 93 7 28 67 95 5 25 68 92 8
Economically Disadvantaged 16 39 55 45 5 45 50 50 6 48 54 46
Not Economically Disadvantaged 26 67 92 8 27 68 96 4 24 65 89 11
English Learners 16 34 50 50 - 9 9 91 4 16 20 80
Homeless < < < < < < < < < < < <
Military Connected 22 74 96 4 32 48 80 20
Foster Care < < < <
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 36 50 87 13 40 53 93 7 33 48 81 19
Female 46 45 90 10 49 46 95 5 43 46 89 11
Male 28 56 84 16 32 59 91 9 25 50 74 26
Asian 44 44 88 12 61 35 96 4 36 57 93 7
Black 30 40 70 30 10 70 80 20 24 41 65 35
Hispanic 17 48 65 35 19 68 87 13 16 37 53 47
White 38 53 91 9 38 55 93 7 36 48 84 16
Multiple Races 44 40 84 16 51 42 93 7 35 51 86 14
Students with Disabilities 12 44 56 44 20 42 62 38 4 35 39 61
Students without Disabilities 40 51 91 9 43 54 97 3 38 50 89 11
Economically Disadvantaged 11 37 47 53 23 41 64 36 5 37 42 58
Not Economically Disadvantaged 39 52 91 9 41 53 94 6 37 49 86 14
English Learners 3 49 51 49 < < 100 0 10 20 30 70
Military Connected 37 52 89 11 38 50 88 13
Foster Care < < < <
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 36 50 87 13 40 53 93 7 33 48 81 19
Female 46 45 90 10 49 46 95 5 43 46 89 11
Male 28 56 84 16 32 59 91 9 25 50 74 26
Asian 44 44 88 12 61 35 96 4 36 57 93 7
Black 30 40 70 30 10 70 80 20 24 41 65 35
Hispanic 17 48 65 35 19 68 87 13 16 37 53 47
White 38 53 91 9 38 55 93 7 36 48 84 16
Multiple Races 44 40 84 16 51 42 93 7 35 51 86 14
Students with Disabilities 12 44 56 44 20 42 62 38 4 35 39 61
Students without Disabilities 40 51 91 9 43 54 97 3 38 50 89 11
Economically Disadvantaged 11 37 47 53 23 41 64 36 5 37 42 58
Not Economically Disadvantaged 39 52 91 9 41 53 94 6 37 49 86 14
English Learners 3 49 51 49 < < 100 0 10 20 30 70
Military Connected 37 52 89 11 38 50 88 13
Foster Care < < < <
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 25 67 92 8 20 68 89 11 27 64 91 9
Female 25 68 93 7 22 69 91 9 28 65 93 7
Male 24 67 91 9 19 68 87 13 26 63 89 11
Asian 41 56 97 3 33 61 95 5 37 59 96 4
Black 5 80 85 15 16 47 63 37 18 60 78 22
Hispanic 8 68 77 23 9 61 71 29 14 62 76 24
Native Hawaiian < < 100 0 < < 100 0
White 24 70 93 7 19 71 91 9 27 67 94 6
Multiple Races 36 58 94 6 27 68 95 5 33 63 95 5
Students with Disabilities 11 58 70 30 11 50 61 39 11 54 66 34
Students without Disabilities 27 69 95 5 22 72 94 6 30 66 95 5
Economically Disadvantaged 7 53 60 40 4 57 61 39 8 63 71 29
Not Economically Disadvantaged 27 69 95 5 22 70 92 8 30 64 94 6
English Learners 6 65 71 29 2 38 40 60 10 51 61 39
Homeless < < < < < < < < < < < <
Military Connected 20 71 91 9 30 58 88 12
Foster Care < < < <
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 7 69 76 24 8 64 72 28 11 72 83 18
Female 10 69 79 21 11 66 77 23 10 75 85 15
Male 5 69 74 26 6 61 67 33 11 68 79 21
Asian - 82 82 18 19 67 85 15 21 67 87 13
Black < < < < < < < < 14 55 68 32
Hispanic - 53 53 47 2 55 57 43 4 68 72 28
White 8 73 81 19 10 66 76 24 11 76 87 13
Multiple Races 23 62 85 15 - 75 75 25 15 80 95 5
Students with Disabilities 9 45 55 45 9 43 52 48 8 49 58 42
Students without Disabilities 7 76 83 17 8 73 81 19 11 80 91 9
Economically Disadvantaged - 40 40 60 3 51 54 46 6 60 65 35
Not Economically Disadvantaged 9 75 85 15 10 66 76 25 12 76 89 11
English Learners 2 56 58 42 - 35 35 65 10 52 63 38
Homeless < < < < < < < < < < < <
Military Connected 7 57 64 36 24 59 82 18
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 31 61 92 8 18 72 90 10 26 64 90 10
Female 35 59 94 6 22 72 94 6 26 68 94 6
Male 28 63 91 9 15 73 87 13 27 60 87 13
Asian 38 60 98 2 25 65 90 10 34 61 96 4
Black < < < < < < < < 15 62 77 23
Hispanic 5 76 81 19 8 65 73 28 13 61 75 25
Native Hawaiian < < 100 0
White 35 59 94 6 19 76 94 6 28 66 94 6
Multiple Races 33 59 93 7 21 75 96 4 33 62 95 5
Students with Disabilities 11 60 70 30 12 51 63 37 14 54 69 31
Students without Disabilities 35 62 96 4 19 76 95 5 29 66 95 5
Economically Disadvantaged 3 58 61 39 - 60 60 40 8 66 74 26
Not Economically Disadvantaged 34 62 96 4 20 74 95 5 30 64 93 7
English Learners 10 63 73 27 - 30 30 70 9 39 48 52
Homeless < < < < < < < < < < 100 0
Military Connected 28 72 100 0 22 56 78 22
Foster Care < < < <
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 24 75 99 1 25 72 97 3 34 62 97 3
Female 23 76 99 1 26 71 97 3 40 58 98 2
Male 25 74 98 2 24 73 97 3 29 66 96 4
Asian 40 60 100 0 37 63 100 0 43 57 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 15 85 100 0 20 75 95 5 39 48 87 13
White 21 77 99 1 22 75 96 4 32 65 97 3
Multiple Races 43 57 100 0 33 67 100 0 30 64 94 6
Students with Disabilities 15 80 95 5 11 79 89 11 13 71 83 17
Students without Disabilities 25 75 99 1 26 72 97 3 36 62 98 2
Economically Disadvantaged 7 86 93 7 < < < < 8 71 79 21
Not Economically Disadvantaged 25 74 99 1 25 72 97 3 36 62 98 2
English Learners 5 89 95 5 < < < < < < < <
Military Connected 19 81 100 0 33 67 100 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 50 48 98 2 50 50 100 0 59 41 100 0
Female 50 50 100 0 52 48 100 0 73 27 100 0
Male 50 48 98 2 49 51 100 0 50 50 100 0
Asian 76 24 100 0 62 38 100 0 58 42 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 41 56 97 3 44 56 100 0 57 43 100 0
Multiple Races < < 100 0 < < 100 0 67 33 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 52 47 98 2 50 50 100 0 59 41 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 47 51 98 2 51 49 100 0 58 42 100 0
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Male < < 100 0 < < 100 0
Asian < < 100 0
Hispanic < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Economically Disadvantaged < < 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
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 18 72 90 10 25 66 91 9 29 60 89 11
Female 14 76 90 10 21 72 93 7 28 63 91 9
Male 21 69 90 10 28 61 89 11 31 57 88 12
Asian 28 63 91 9 35 63 98 2 37 56 93 7
Black 8 67 75 25 20 60 80 20 6 76 82 18
Hispanic 6 60 65 35 11 53 64 36 11 48 59 41
White 18 77 95 5 24 69 94 6 31 63 94 6
Multiple Races 24 68 92 8 35 60 95 5 40 56 95 5
Students with Disabilities 7 64 71 29 9 50 59 41 15 47 62 38
Students without Disabilities 19 74 93 7 27 68 95 5 32 62 94 6
Economically Disadvantaged 2 48 50 50 8 33 40 60 10 47 56 44
Not Economically Disadvantaged 20 75 95 5 27 69 96 4 32 61 93 7
English Learners 2 53 55 45 - 21 21 79 7 30 37 63
Homeless < < < < < < < < < < < <
Military Connected 22 74 96 4 28 56 84 16
Foster Care < < < <
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 18 72 90 10 25 66 91 9 29 60 89 11
Female 14 76 90 10 21 72 93 7 28 63 91 9
Male 21 69 90 10 28 61 89 11 31 57 88 12
Asian 28 63 91 9 35 63 98 2 37 56 93 7
Black 8 67 75 25 20 60 80 20 6 76 82 18
Hispanic 6 60 65 35 11 53 64 36 11 48 59 41
White 18 77 95 5 24 69 94 6 31 63 94 6
Multiple Races 24 68 92 8 35 60 95 5 40 56 95 5
Students with Disabilities 7 64 71 29 9 50 59 41 15 47 62 38
Students without Disabilities 19 74 93 7 27 68 95 5 32 62 94 6
Economically Disadvantaged 2 48 50 50 8 33 40 60 10 47 56 44
Not Economically Disadvantaged 20 75 95 5 27 69 96 4 32 61 93 7
English Learners 2 53 55 45 - 21 21 79 7 30 37 63
Homeless < < < < < < < < < < < <
Military Connected 22 74 96 4 28 56 84 16
Foster Care < < < <
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 47 50 97 3 55 42 97 3 38 55 93 7
Female 46 49 96 4 56 42 99 1 39 55 95 5
Male 47 51 98 2 54 41 95 5 38 55 92 8
Asian 49 49 98 2 58 40 98 2 40 55 95 5
Black < < < < 30 60 90 10 6 88 94 6
Hispanic 34 50 84 16 32 54 86 14 18 55 74 26
White 49 50 99 1 57 41 98 2 42 54 96 4
Multiple Races 40 52 92 8 60 37 98 2 51 47 98 2
Students with Disabilities 27 55 82 18 17 60 77 23 14 54 68 32
Students without Disabilities 49 49 99 1 60 39 99 1 43 55 98 2
Economically Disadvantaged 11 59 70 30 18 61 79 21 12 60 71 29
Not Economically Disadvantaged 49 49 98 2 57 41 98 2 41 55 96 4
English Learners 12 65 77 23 < < < < 8 33 42 58
Military Connected 52 44 96 4 50 42 92 8
Foster Care < < 100 0
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 47 50 97 3 55 42 97 3 38 55 93 7
Female 47 49 96 5 56 42 99 1 39 56 94 6
Male 47 51 98 2 54 41 95 5 37 55 92 8
Asian 49 49 98 2 58 40 98 2 39 55 95 5
Black < < < < 30 60 90 10 7 87 93 7
Hispanic 34 50 84 16 32 54 86 14 17 56 73 27
White 49 50 99 1 57 41 98 2 41 55 96 4
Multiple Races 40 52 92 8 62 36 98 2 51 47 98 2
Students with Disabilities 27 54 81 19 18 60 78 22 8 56 64 36
Students without Disabilities 49 49 99 1 60 39 99 1 43 55 98 2
Economically Disadvantaged 12 58 69 31 18 61 79 21 12 60 71 29
Not Economically Disadvantaged 49 49 98 2 58 40 98 2 41 55 96 4
English Learners 12 65 77 23 < < < < - 30 30 70
Military Connected 52 44 96 4 50 42 92 8
Foster Care < < 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
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
School1717
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 7475658657
Grade 8470552664
Total Students9451,2101,321

< = 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 Students94512101321
Female424592644
Male521618677
American Indian1-3
Asian109193244
Black194857
Hispanic112177230
Native Hawaiian111
White625703708
Multiple Races788878
Students with Disabilities140178201
Students without Disabilities80510321120
Economically Disadvantaged86175209
Not Economically Disadvantaged85910351112
English Learners116245217
Not English Learners8299651104
Homeless231
Military Connected565460
< = 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 Students86447898421,14567
Female394224061756035
Male470254922558532
American Indian<<<<--
Asian107110811889
Black191171414
Hispanic949104617310
Native Hawaiian--<<<<
White581325933065940
Multiple Races624753834
Students with Disabilities1116129616512
Economically Disadvantaged84883416017
English Learners1119105618315
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Weapons Offenses <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1--
Asian11.86.311.57.71630
Black2.212.524
Hispanic1143.811.915.414.6
Native Hawaiian--0.10.1
White67.637.566.176.958.170
Multiple Races7.38.37.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian11.811.516
Black2.224
Hispanic1111.914.6
Native Hawaiian0.10.1
White67.666.158.1
Multiple Races7.38.37.3
< = 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 Indian0.10.1--
Asian11.811.516
Black2.224
Hispanic1111.914.6
Native Hawaiian--0.10.1
White67.666.158.1
Multiple Races7.38.37.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 9.6913.3
< = 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 5.316.39.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 8076.672.4
< = 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
2016-201726%73%1%0%
2017-201830%69%1%0%
2018-201933%66%1%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: 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 DisadvantagedNoYes-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 Students88%90%73%75%
Asian91%91%87%75%
Black76%80%60%75%
Hispanic67%66%63%75%
White92%94%81%75%
Economically Disadvantaged61%58%62%75%
English Learners66%60%53%75%
Students with Disabilities51%58%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%90%74%70%
Asian97%96%89%70%
Black78%77%60%70%
Hispanic75%72%64%70%
White94%93%81%70%
Economically Disadvantaged70%63%63%70%
English Learners76%70%57%70%
Students with Disabilities65%65%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 Students89%
Asian93%
Black82%
Hispanic57%
White95%
Economically Disadvantaged55%
English Learners58%
Students with Disabilities62%

< = 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 Students90%92%
Asian92%98%
Black78%78%
Hispanic75%79%
White92%95%
Economically Disadvantaged70%74%
English Learners73%80%
Students with Disabilities60%71%

< = 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 Students6%5%9%10%
Asian5%3%5%10%
Black9%7%9%10%
Hispanic5%6%9%10%
White6%5%9%10%
Economically Disadvantaged10%8%13%10%
English Learners8%7%8%10%
Students with Disabilities7%6%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 Progress73%46%58%
English Learner Proficiency17%--

< = 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 Progress385273%
English Learner Proficiency137517%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%99%100%
White100%100%99%
Economically Disadvantaged100%99%98%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%99%98%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%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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