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Tomahawk Creek Middle

General school information

Category: Middle (06-08) School
Phone: 804-378-7120
Address: 1600 Learning Place Loop Midlothian, VA 23114
Principal: Dr. David Ellena
Superintendent: Dr. Mervin B Daugherty
School Number: 880
Region: 1
Division: Chesterfield County Public Schools
Division Number: 21
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 31 61 92 8 21 70 91 9 17 70 87 13
Female 36 59 95 5 25 68 93 7 19 71 90 10
Male 26 63 89 11 17 72 89 11 15 69 84 16
American Indian < < 100 0 < < 100 0 < < < <
Asian 30 64 94 6 27 70 97 3 20 69 89 11
Black 19 64 83 17 11 71 82 18 12 64 76 24
Hispanic 22 69 91 9 24 67 91 9 15 68 83 17
Native Hawaiian < < 100 0 < < < < < < < <
White 33 60 93 7 22 69 92 8 18 71 89 11
Multiple Races 40 52 91 9 17 75 92 8 21 66 88 13
Students with Disabilities 7 52 60 40 7 53 60 40 7 42 50 50
Students without Disabilities 33 62 95 5 23 72 95 5 19 73 92 8
Economically Disadvantaged 12 67 79 21 12 67 79 21 11 66 77 23
Not Economically Disadvantaged 32 60 93 7 22 70 93 7 18 70 89 11
English Learners 10 71 81 19 < < < < - 30 30 70
Military Connected 10 75 85 15 < < 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
All Students 40 51 91 9 23 68 92 8 19 69 88 12
Female 46 48 93 7 26 67 93 7 20 71 91 9
Male 34 54 88 12 20 70 90 10 17 68 85 15
Asian 32 64 96 4 29 67 95 5 23 67 90 10
Black 32 53 85 15 12 69 81 19 9 64 72 28
Hispanic 26 63 89 11 29 62 90 10 24 62 86 14
Native Hawaiian < < 100 0 < < < < < < < <
White 41 50 91 9 25 68 93 7 19 72 91 9
Multiple Races 59 35 94 6 21 79 100 0 32 47 79 21
Students with Disabilities 7 45 53 47 10 58 69 31 8 38 46 54
Students without Disabilities 44 52 96 4 25 70 95 5 20 74 93 7
Economically Disadvantaged 19 57 76 24 17 65 82 18 11 60 71 29
Not Economically Disadvantaged 42 50 92 8 25 69 94 6 20 71 90 10
English Learners 17 67 83 17 < < < <
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 29 68 97 3 24 65 89 11 20 69 89 11
Female 35 63 97 3 30 64 94 6 20 68 87 13
Male 23 73 96 4 18 66 85 15 20 71 91 9
American Indian < < 100 0 < < < <
Asian 37 63 100 0 21 75 96 4 19 81 100 0
Black 16 80 96 4 13 72 85 15 19 61 80 20
Hispanic 21 71 92 8 14 75 89 11 19 67 85 15
White 30 67 97 3 26 63 89 11 21 69 90 10
Multiple Races 41 53 94 6 21 63 84 16 6 81 88 13
Students with Disabilities 8 67 75 25 4 52 56 44 14 42 56 44
Students without Disabilities 31 68 99 1 26 67 93 7 21 72 93 7
Economically Disadvantaged 8 78 86 14 7 71 78 22 11 72 83 17
Not Economically Disadvantaged 30 67 97 3 26 64 90 10 21 69 90 10
Military Connected < < < < < < 100 0
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 24 64 88 12 17 75 92 8 14 71 85 15
Female 28 65 93 7 21 72 93 7 18 73 92 8
Male 21 62 82 18 13 79 91 9 10 69 79 21
American Indian < < 100 0 < < < <
Asian 24 64 88 12 33 67 100 0 16 61 77 23
Black 11 57 69 31 9 73 82 18 8 68 76 24
Hispanic 19 72 92 8 33 62 95 5 4 75 79 21
Native Hawaiian < < < < < < < <
White 27 64 90 10 17 76 93 7 15 72 87 13
Multiple Races 25 63 88 13 11 84 95 5 24 71 95 5
Students with Disabilities 6 46 52 48 8 49 57 43 - 48 48 52
Students without Disabilities 26 65 91 9 18 78 96 4 15 74 89 11
Economically Disadvantaged 6 68 74 26 11 65 76 24 12 67 78 22
Not Economically Disadvantaged 26 63 89 11 17 77 94 6 14 72 86 14
English Learners < < < < < < 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
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 39 51 91 9 37 52 88 12 31 50 81 19
Female 51 44 95 5 46 44 90 10 41 50 91 9
Male 28 59 87 13 28 59 86 14 22 50 71 29
American Indian < < 100 0 < < < <
Asian 36 56 92 8 52 48 100 0 33 59 93 7
Black 22 59 81 19 22 55 78 22 16 51 67 33
Hispanic 42 42 83 17 33 52 86 14 26 56 81 19
Native Hawaiian < < < < < < < <
White 41 52 93 7 39 50 89 11 33 49 83 17
Multiple Races 54 38 92 8 22 67 89 11 30 45 75 25
Students with Disabilities 13 46 59 41 13 35 48 52 2 37 39 61
Students without Disabilities 42 52 94 6 39 53 93 7 34 52 86 14
Economically Disadvantaged 30 48 79 21 15 47 62 38 24 44 68 32
Not Economically Disadvantaged 40 52 92 8 39 52 91 9 32 51 83 17
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 39 51 91 9 37 52 88 12 31 50 81 19
Female 51 44 95 5 46 44 90 10 41 50 91 9
Male 28 59 87 13 28 59 86 14 22 50 71 29
American Indian < < 100 0 < < < <
Asian 36 56 92 8 52 48 100 0 33 59 93 7
Black 22 59 81 19 22 55 78 22 16 51 67 33
Hispanic 42 42 83 17 33 52 86 14 26 56 81 19
Native Hawaiian < < < < < < < <
White 41 52 93 7 39 50 89 11 33 49 83 17
Multiple Races 54 38 92 8 22 67 89 11 30 45 75 25
Students with Disabilities 13 46 59 41 13 35 48 52 2 37 39 61
Students without Disabilities 42 52 94 6 39 53 93 7 34 52 86 14
Economically Disadvantaged 30 48 79 21 15 47 62 38 24 44 68 32
Not Economically Disadvantaged 40 52 92 8 39 52 91 9 32 51 83 17
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 31 62 93 7 24 65 89 11 27 62 89 11
Female 34 60 94 6 25 65 90 10 30 59 90 10
Male 28 64 93 7 23 65 88 12 24 64 88 12
American Indian < < 100 0 < < < < < < < <
Asian 41 56 97 3 46 49 94 6 34 57 92 8
Black 17 67 83 17 8 71 79 21 13 66 79 21
Hispanic 26 66 92 8 17 69 86 14 20 70 90 10
Native Hawaiian < < 100 0 < < < < < < < <
White 33 62 95 5 25 65 91 9 29 61 90 10
Multiple Races 29 62 91 9 27 58 85 15 25 64 89 11
Students with Disabilities 9 55 65 35 6 53 59 41 7 48 55 45
Students without Disabilities 34 63 96 4 26 66 92 8 30 63 93 7
Economically Disadvantaged 16 63 79 21 13 65 78 22 16 65 81 19
Not Economically Disadvantaged 32 62 94 6 26 65 90 10 29 61 90 10
English Learners 23 74 97 3 < < < < - 40 40 60
Military Connected 10 80 90 10 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 74 88 12 6 71 77 23 11 76 86 14
Female 17 73 89 11 5 71 76 24 10 79 90 10
Male 11 76 86 14 7 71 78 22 11 72 82 18
Asian 9 91 100 0 < < 100 0 7 73 80 20
Black 8 72 81 19 5 63 68 32 9 68 77 23
Hispanic - 73 73 27 < < < < 11 68 79 21
Native Hawaiian < < 100 0 < < < < < < < <
White 16 74 90 10 6 73 79 21 12 77 89 11
Multiple Races < < < < < < < < - 100 100 0
Students with Disabilities - 65 65 35 9 40 49 51 7 47 54 46
Students without Disabilities 17 76 93 7 5 78 83 17 12 82 94 6
Economically Disadvantaged 3 74 76 24 9 62 70 30 10 65 75 25
Not Economically Disadvantaged 15 74 90 10 5 73 78 22 11 78 88 12
English Learners 8 85 92 8 < < < <
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 26 65 91 9 16 68 85 15 29 69 98 2
Female 26 65 91 9 20 68 88 12 35 65 100 0
Male 26 65 91 9 13 69 82 18 24 73 97 3
Asian 32 68 100 0 30 57 87 13 - 100 100 0
Black 14 66 80 20 2 70 72 28 42 58 100 0
Hispanic 30 63 93 7 4 71 75 25 20 80 100 0
White 27 65 92 8 18 69 88 12 30 68 98 2
Multiple Races 33 52 86 14 19 56 75 25 < < 100 0
Students with Disabilities 13 41 54 46 2 53 55 45 < < 100 0
Students without Disabilities 28 67 95 5 18 70 89 11 28 70 98 2
Economically Disadvantaged 14 56 69 31 10 62 72 28 < < 100 0
Not Economically Disadvantaged 27 66 93 7 17 69 86 14 29 70 98 2
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 49 44 93 7 39 52 91 9 26 53 79 21
Female 46 46 92 8 44 49 93 7 30 49 78 22
Male 51 43 94 6 34 55 89 11 23 57 80 20
American Indian < < < <
Asian 62 23 85 15 64 29 93 7 41 48 90 10
Black 32 42 74 26 23 59 82 18 7 57 64 36
Hispanic 50 42 92 8 40 60 100 0 31 52 83 17
White 49 46 95 5 38 54 92 8 28 52 81 19
Multiple Races < < 100 0 50 33 83 17 26 47 74 26
Students with Disabilities 19 33 52 48 7 43 50 50 5 29 33 67
Students without Disabilities 52 45 98 2 43 53 97 3 29 56 85 15
Economically Disadvantaged 31 44 75 25 29 43 71 29 16 52 68 32
Not Economically Disadvantaged 50 44 94 6 40 53 94 6 28 53 81 19
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 66 98 2 30 67 97 3 33 63 97 3
Female 39 61 100 0 32 67 99 1 38 61 98 2
Male 26 70 96 4 28 67 95 5 29 66 95 5
American Indian < < 100 0 < < 100 0
Asian 35 65 100 0 59 41 100 0 53 43 97 3
Black 20 73 93 7 10 83 93 7 17 76 93 7
Hispanic 20 80 100 0 29 67 96 4 12 88 100 0
Native Hawaiian < < 100 0 < < 100 0
White 35 64 99 1 30 67 97 3 36 61 97 3
Multiple Races 25 71 96 4 20 80 100 0 33 61 94 6
Students with Disabilities 11 82 93 7 4 88 92 8 - 84 84 16
Students without Disabilities 33 65 98 2 31 66 97 3 36 61 98 2
Economically Disadvantaged 26 74 100 0 13 88 100 0 17 81 98 2
Not Economically Disadvantaged 32 66 98 2 31 66 97 3 36 61 96 4
English Learners < < 100 0 < < 100 0 < < 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 77 23 100 0 64 36 100 0 61 39 100 0
Female 93 7 100 0 62 38 100 0 81 19 100 0
Male 58 42 100 0 65 35 100 0 45 55 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 76 24 100 0 64 36 100 0 65 35 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 77 23 100 0 64 36 100 0 61 39 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 78 22 100 0 64 36 100 0 62 38 100 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
White < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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 73 92 8 11 79 90 10 17 74 91 9
Female 20 73 93 7 9 80 89 11 16 76 92 8
Male 19 72 92 8 13 78 91 9 17 73 90 10
American Indian < < 100 0 < < < <
Asian 16 76 92 8 29 71 100 0 17 72 89 11
Black 6 81 87 13 11 67 77 23 8 75 83 17
Hispanic 14 76 89 11 5 86 91 9 14 75 89 11
Native Hawaiian < < < < < < < <
White 22 71 94 6 11 80 91 9 18 75 93 7
Multiple Races 21 67 88 13 5 89 95 5 9 81 91 9
Students with Disabilities 9 51 60 40 6 52 58 42 5 51 56 44
Students without Disabilities 21 75 96 4 12 82 93 7 18 76 94 6
Economically Disadvantaged 9 74 83 17 7 59 67 33 10 74 84 16
Not Economically Disadvantaged 20 73 93 7 12 81 93 8 18 74 92 8
English Learners < < < < < < 100 0 < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 74 91 9 8 80 88 12 14 76 90 10
Female 19 73 92 8 6 81 87 13 14 78 92 8
Male 16 75 90 10 10 80 89 11 14 75 89 11
American Indian < < 100 0 < < < <
Asian 11 78 89 11 18 82 100 0 16 71 88 12
Black 6 80 86 14 10 65 75 25 8 75 83 17
Hispanic 15 74 88 12 5 86 90 10 12 76 88 12
Native Hawaiian < < < < < < < <
White 19 74 93 7 7 82 89 11 15 77 92 8
Multiple Races 23 64 86 14 - 94 94 6 - 89 89 11
Students with Disabilities 7 52 59 41 6 49 55 45 5 52 57 43
Students without Disabilities 18 77 95 5 8 84 92 8 15 78 93 7
Economically Disadvantaged 6 76 82 18 8 58 65 35 8 76 83 17
Not Economically Disadvantaged 18 74 92 8 8 83 91 9 15 77 91 9
English Learners < < < < < < 100 0 < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 62 100 0 30 70 100 0 43 55 99 1
Female 30 70 100 0 29 71 100 0 38 60 98 3
Male 44 56 100 0 33 68 100 0 50 50 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 46 54 100 0 29 71 100 0 45 53 98 2
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 37 63 100 0 32 68 100 0 44 56 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 37 63 100 0 31 69 100 0 43 56 99 1
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
Male < < < < < < 100 0
Black < < 100 0
White < < < < < < 100 0
Students without Disabilities < < < < < < 100 0
Not Economically Disadvantaged < < < < < < 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
< = 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 49 47 95 5 45 50 95 5 35 59 94 6
Female 54 41 95 5 46 49 95 5 37 58 95 5
Male 43 52 95 5 44 51 95 5 33 60 93 7
American Indian < < 100 0 < < 100 0
Asian 46 46 92 8 62 38 100 0 45 48 94 6
Black 28 65 93 7 29 57 86 14 20 73 92 8
Hispanic 42 53 94 6 33 67 100 0 26 67 93 7
Native Hawaiian < < < < < < 100 0
White 52 44 96 4 47 49 96 4 37 57 94 6
Multiple Races 52 44 96 4 47 47 95 5 29 62 90 10
Students with Disabilities 15 58 73 27 22 48 70 30 8 70 77 23
Students without Disabilities 52 45 97 3 48 50 97 3 38 58 96 4
Economically Disadvantaged 26 62 88 12 24 61 85 15 23 72 96 4
Not Economically Disadvantaged 50 45 96 4 48 48 96 4 37 57 94 6
English Learners < < < < < < < <
World History I 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 < < < <
Female < < 100 0 < < 100 0 < < < <
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < <
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 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 49 46 95 5 45 50 95 5 35 59 94 6
Female 55 40 95 5 46 49 95 5 37 58 96 4
Male 43 52 95 5 44 51 95 5 33 60 93 7
American Indian < < 100 0 < < 100 0
Asian 48 44 92 8 62 38 100 0 47 47 93 7
Black 26 66 92 8 28 57 85 15 20 73 92 8
Hispanic 43 51 94 6 33 67 100 0 26 67 93 7
Native Hawaiian < < < < < < 100 0
White 52 44 96 4 47 49 96 4 38 57 95 5
Multiple Races 52 44 96 4 47 47 95 5 29 62 90 10
Students with Disabilities 11 61 72 28 19 50 69 31 8 71 79 21
Students without Disabilities 52 45 97 3 48 50 97 3 38 58 96 4
Economically Disadvantaged 24 64 88 12 23 62 85 15 23 72 96 4
Not Economically Disadvantaged 50 45 96 4 48 48 96 4 37 57 94 6
English Learners < < < < < < < <
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 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---
Division14779163
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
Grade 6530502569
Grade 7492553505
Grade 8531503572
Total Students1,5531,5581,646

< = 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 Students155315581646
Female800805838
Male753753808
American Indian442
Asian869192
Black160173204
Hispanic8486101
Native Hawaiian622
White115911491175
Multiple Races545370
Students with Disabilities179176174
Students without Disabilities137413821472
Economically Disadvantaged153241209
Not Economically Disadvantaged140013171437
English Learners586662
Not English Learners149514921584
Homeless13-
< = 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 Students1,432721,417741,444102
Female701377153674550
Male731357023869952
American Indian<<<<<<
Asian662682834
Black142111461215011
Hispanic827694758
Native Hawaiian<<<<<<
White1,081491,074551,07673
Multiple Races563511523
Students with Disabilities145181402014918
Economically Disadvantaged124251562619342
English Learners192372516
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 24
Disorderly or Disruptive Behavior Offenses 62
Other Offenses Against Persons 30
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 11
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 Indian0.10.220.31.1
Asian4.41.14.625.54.3
Black10.231.510.639.210.336.6
Hispanic5.85.64.825.47.5
Native Hawaiian0.30.410.43.2
White75.452.876.34874.736.6
Multiple Races493.55.93.510.8
< = 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 Indian0.10.20.3
Asian4.44.65.5
Black10.210.610.3
Hispanic5.84.85.4
Native Hawaiian0.30.40.4
White75.476.374.7
Multiple Races43.53.5
< = 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 Indian0.10.20.3
Asian4.44.65.5
Black10.210.610.3
Hispanic5.84.85.4
Native Hawaiian0.30.40.4
White75.476.374.7
Multiple Races43.53.5
< = 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 11.410.311
< = 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 16.417.816.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 55.659.361.8
< = 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
2017-201848%50%2%0%
2018-201947%51%2%0%
2019-202050%48%2%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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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