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Union Middle

General school information

Category: Middle (05-08) School
Phone: 276-523-0195
Address: 3137 Second Avenue East Big Stone Gap, VA 24219
Principal: Mr. Paul Clendenon
Superintendent: Dr. Mike Goforth
School Number: 1013
Region: 7
Division: Wise County Public Schools
Division Number: 96
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

2024 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2024 through 2026

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 No Students No Students
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners No Students No Students
Hispanic Level One Level One
Multiple Races Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

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

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 62 75 25 13 68 81 19 16 68 84 16
Female 16 61 77 23 14 67 81 19 16 67 83 17
Male 11 63 73 27 12 69 81 19 16 69 84 16
American Indian < < 100 0
Black 7 60 67 33 - 70 70 30 9 82 91 9
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 13 62 75 25 14 68 82 18 16 68 84 16
Multiple Races 7 71 79 21 - 58 58 42 8 69 77 23
Students with Disabilities 5 33 38 62 6 48 54 46 8 52 60 40
Students without Disabilities 14 67 81 19 14 71 86 14 17 70 88 12
Economically Disadvantaged 9 61 69 31 9 67 76 24 10 69 80 20
Not Economically Disadvantaged 21 65 86 14 20 71 91 9 26 66 92 8
Homeless < < < < 20 40 60 40 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 68 81 19 13 69 82 18 9 79 88 12
Female 18 65 83 17 15 65 80 20 8 76 85 15
Male 9 71 80 20 11 73 84 16 9 82 91 9
American Indian < < 100 0
Black < < < < < < 100 0 < < 100 0
White 13 69 82 18 14 68 82 18 7 79 87 13
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 11 39 50 50 - 63 63 37 11 67 78 22
Students without Disabilities 14 73 86 14 15 70 85 15 8 81 89 11
Economically Disadvantaged 12 65 77 23 6 69 75 25 7 77 85 15
Not Economically Disadvantaged 16 78 94 6 25 69 94 6 11 82 93 7
Homeless < < 100 0 < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 55 73 27 16 68 84 16 22 59 81 19
Female 15 65 80 20 19 68 87 13 22 55 78 22
Male 19 48 66 34 13 68 81 19 21 63 84 16
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 18 55 73 27 16 68 84 16 22 58 80 20
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 5 33 38 62 8 44 52 48 - 33 33 67
Students without Disabilities 19 59 78 22 17 73 90 10 24 62 87 13
Economically Disadvantaged 10 56 66 34 13 68 81 19 12 61 73 27
Not Economically Disadvantaged 29 55 84 16 24 68 92 8 37 56 92 8
Homeless < < 100 0 < < < < < < 100 0
Foster Care < < < < < < 100 0
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 63 75 25 14 65 79 21 13 69 82 18
Female 17 61 78 22 15 63 78 22 16 70 86 14
Male 7 64 72 28 14 66 80 20 12 68 79 21
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < < <
White 13 62 75 25 16 63 79 21 14 70 84 16
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 5 32 37 63 11 37 47 53 8 54 63 38
Students without Disabilities 13 67 80 20 15 69 84 16 15 72 86 14
Economically Disadvantaged 7 61 68 32 10 59 69 31 9 71 80 20
Not Economically Disadvantaged 22 66 88 12 20 72 92 8 28 63 91 9
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 9 71 80 20 19 66 85 15
Female 12 55 67 33 6 73 79 21 19 67 86 14
Male 7 69 76 24 11 70 80 20 20 64 84 16
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 9 62 71 29 10 73 82 18 20 64 85 15
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 30 30 70 6 47 53 47 11 50 61 39
Students without Disabilities 11 69 80 20 9 74 83 17 20 68 88 12
Economically Disadvantaged 5 61 66 34 7 69 76 24 14 67 80 20
Not Economically Disadvantaged 16 66 82 18 13 74 87 13 28 64 91 9
Homeless < < < < < < < <
Foster Care < < 100 0
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 58 67 33 6 64 70 30
Female 16 51 67 33 11 74 85 15
Male 4 64 67 33 3 56 58 42
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 10 57 67 33 6 66 72 28
Multiple Races < < 100 0 < < < <
Students with Disabilities - 19 19 81 - 29 29 71
Students without Disabilities 11 64 75 25 7 68 75 25
Economically Disadvantaged 5 54 59 41 5 61 66 34
Not Economically Disadvantaged 16 65 81 19 9 68 77 23
Homeless < < < < < < < <
Foster Care < < 100 0
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 58 67 33 6 64 70 30
Female 16 51 67 33 11 74 85 15
Male 4 64 67 33 3 56 58 42
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 10 57 67 33 6 66 72 28
Multiple Races < < 100 0 < < < <
Students with Disabilities - 19 19 81 - 29 29 71
Students without Disabilities 11 64 75 25 7 68 75 25
Economically Disadvantaged 5 54 59 41 5 61 66 34
Not Economically Disadvantaged 16 65 81 19 9 68 77 23
Homeless < < < < < < < <
Foster Care < < 100 0
EOC Writing Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 65 75 25 12 71 82 18 14 68 83 17
Female 10 66 76 24 9 75 84 16 17 65 82 18
Male 11 63 74 26 14 67 81 19 12 71 83 17
American Indian < < 100 0
Black - 60 60 40 5 79 84 16 - 73 73 27
Hispanic < < < < < < 100 0 18 64 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 11 65 76 24 12 70 82 18 15 68 83 17
Multiple Races - 57 57 43 - 77 77 23 8 75 83 17
Students with Disabilities - 41 41 59 5 51 56 44 5 51 56 44
Students without Disabilities 12 68 81 19 13 74 87 13 16 71 87 13
Economically Disadvantaged 7 63 70 30 7 72 78 22 9 70 79 21
Not Economically Disadvantaged 18 68 86 14 21 69 90 10 25 65 90 10
Homeless < < < < 10 50 60 40 < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < < < < < < < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 69 86 14 14 70 84 16 17 63 80 20
Female 15 73 88 12 12 71 83 17 21 55 75 25
Male 19 65 84 16 16 68 84 16 13 73 86 14
American Indian < < 100 0
Black < < < < < < < < < < < <
White 17 69 86 14 15 69 84 16 17 63 80 20
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 56 56 44 5 68 74 26 6 71 76 24
Students without Disabilities 20 71 91 9 16 70 85 15 19 62 80 20
Economically Disadvantaged 14 70 85 15 5 75 80 20 12 66 78 22
Not Economically Disadvantaged 25 66 91 9 30 60 90 10 26 57 83 17
Homeless < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 64 77 23 11 73 84 16 14 67 81 19
Female 12 68 80 20 10 75 85 15 13 68 81 19
Male 14 60 74 26 11 72 84 16 15 66 81 19
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 14 63 76 24 11 72 83 17 15 66 81 19
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 52 52 48 - 60 60 40 6 38 44 56
Students without Disabilities 15 66 81 19 13 76 89 11 15 71 86 14
Economically Disadvantaged 7 62 69 31 7 74 81 19 10 63 72 28
Not Economically Disadvantaged 23 66 89 11 22 73 95 5 21 73 94 6
Homeless < < 100 0 < < < < < < < <
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 58 58 42 3 71 74 26 1 80 81 19
Female - 59 59 41 2 77 80 20 2 84 86 14
Male - 58 58 42 3 67 70 30 - 78 78 22
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < < <
White - 59 59 41 3 71 74 26 1 81 82 18
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 32 32 68 6 28 33 67 4 63 67 33
Students without Disabilities - 64 64 36 2 80 83 17 - 86 86 14
Economically Disadvantaged - 55 55 45 3 70 73 27 1 79 80 20
Not Economically Disadvantaged - 68 68 32 4 75 79 21 - 87 87 13
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 59 66 34 14 66 81 19 8 75 83 17
Female 7 57 64 36 10 74 84 16 13 70 83 17
Male 6 61 68 32 18 60 77 23 5 78 83 17
Black < < < < 9 73 82 18 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 7 62 69 31 14 66 80 20 8 74 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 26 26 74 11 44 56 44 - 29 29 71
Students without Disabilities 8 66 74 26 15 69 84 16 9 80 89 11
Economically Disadvantaged 2 58 60 40 9 66 75 25 7 75 81 19
Not Economically Disadvantaged 15 62 77 23 21 67 88 12 10 75 85 15
Homeless < < < < < < < < < < 100 0
Foster Care < < 100 0
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 80 100 0 20 80 100 0 58 42 100 0
Female 19 81 100 0 13 87 100 0 62 38 100 0
Male 21 79 100 0 24 76 100 0 54 46 100 0
White 21 79 100 0 21 79 100 0 61 39 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 20 80 100 0 20 80 100 0 57 43 100 0
Economically Disadvantaged 20 80 100 0 19 81 100 0 43 57 100 0
Not Economically Disadvantaged 19 81 100 0 21 79 100 0 65 35 100 0
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 55 69 31 11 66 77 23 12 64 76 24
Female 14 52 67 33 8 67 74 26 9 63 72 28
Male 14 56 71 29 14 65 79 21 14 65 79 21
American Indian < < 100 0
Black < < < < - 58 58 42 < < < <
Hispanic < < < < < < 100 0 < < < <
White 15 54 69 31 12 66 78 22 12 64 76 24
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 5 14 19 81 5 35 41 59 5 38 43 57
Students without Disabilities 16 62 78 22 12 70 83 18 13 68 80 20
Economically Disadvantaged 13 49 62 38 3 66 69 31 8 62 70 30
Not Economically Disadvantaged 16 66 82 18 24 65 89 11 18 67 84 16
Homeless < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 50 74 26 20 64 85 15 19 58 78 22
Female 23 52 75 25 15 69 84 16 17 58 75 25
Male 25 49 74 26 26 60 86 14 23 58 81 19
American Indian < < 100 0
Black < < < < < < 100 0 < < < <
White 24 51 75 25 21 63 84 16 19 60 79 21
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 11 11 22 78 5 40 45 55 - 56 56 44
Students without Disabilities 26 57 83 17 23 68 91 9 23 59 81 19
Economically Disadvantaged 21 49 70 30 6 72 78 22 14 58 72 28
Not Economically Disadvantaged 34 53 88 13 45 51 96 4 28 59 87 13
Homeless < < 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 58 64 36 2 67 69 31 5 68 74 26
Female 6 53 59 41 - 65 65 35 1 67 69 31
Male 6 62 68 32 4 69 73 27 9 70 78 22
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 6 57 64 36 2 69 71 29 6 68 74 26
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 16 16 84 6 29 35 65 11 21 32 68
Students without Disabilities 7 67 74 26 2 72 74 26 5 75 80 20
Economically Disadvantaged 5 48 52 48 1 60 61 39 2 66 68 32
Not Economically Disadvantaged 8 72 80 20 4 79 83 17 10 73 82 18
Homeless < < < < < < < < < < < <
Foster Care < < < <
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 54 83 17 37 49 86 14 27 59 86 14
Female 25 57 82 18 30 58 88 12 27 58 85 15
Male 32 52 84 16 43 42 85 15 27 60 87 13
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < <
White 29 55 84 16 35 51 86 14 28 57 86 14
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 6 50 56 44 6 47 53 47 - 48 48 52
Students without Disabilities 32 55 87 13 41 49 90 10 32 61 93 7
Economically Disadvantaged 16 59 76 24 27 55 81 19 21 62 83 17
Not Economically Disadvantaged 47 47 93 7 52 41 92 8 48 48 97 3
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 54 83 17 37 49 86 14 27 59 86 14
Female 25 57 82 18 30 58 88 12 27 58 85 15
Male 32 52 84 16 43 42 85 15 27 60 87 13
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < <
White 29 55 84 16 35 51 86 14 28 57 86 14
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 6 50 56 44 6 47 53 47 - 48 48 52
Students without Disabilities 32 55 87 13 41 49 90 10 32 61 93 7
Economically Disadvantaged 16 59 76 24 27 55 81 19 21 62 83 17
Not Economically Disadvantaged 47 47 93 7 52 41 92 8 48 48 97 3
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2021-2022 2022-2023 2023-2024
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

2021-20222022-20232023-2024
School---
Division---
State4,0064,4606,361
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 2022-20232023-2024
Grade 5138134
Grade 6141132
Grade 7162149
Grade 8142154
Total Students583569

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

Fall Membership by Subgroups

2023 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 2022-20232023-2024
All Students583569
Female268273
Male315296
American Indian1-
Black1813
Hispanic911
Native Hawaiian11
White542530
Multiple Races1214
Students with Disabilities7581
Students without Disabilities508488
Economically Disadvantaged369373
Not Economically Disadvantaged214196
English Learners33
Not English Learners580566
Homeless810
Military Connected12
Foster Care41
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4641215354547988
Female215472422323338
Male249742932224650
American Indian--<<--
Black132190111
Hispanic<<<<102
Native Hawaiian<<<<<<
White4321164934344683
Multiple Races131132112
Students with Disabilities53306496417
Economically Disadvantaged2861053474230573
English Learners<<<<<<
Homeless55<<73
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 319
Relationship Behaviors without Physical Harm 154
Behaviors of a Safety Concern 71
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 3

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian--0.2--
Asian------
Black2.69.13.111.82.3
Hispanic1.21.51.9
Native Hawaiian0.20.20.2
White93.790.99388.293.185.7
Multiple Races2.42.12.514.3
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.2
Asian
Black2.63.12.3
Hispanic1.21.51.9
Native Hawaiian0.20.20.2
White93.71009310093.1100
Multiple Races2.42.12.5
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian--0.2--
Asian------
Black2.63.12.3
Hispanic1.21.51.9
Native Hawaiian0.20.20.2
White93.79393.1
Multiple Races2.42.12.5
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 87.688.793.5
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 27.939.738.2
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 62.260.661.9
< = 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.

Teacher Quality

Teacher Quality

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

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202254%46%0%0%
2022-202352%47%0%1%
2023-202456%43%0%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024 ESSA Status: Not Identified for Support and Improvement
2024 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - CPYes-No-
Asian-----
BlackYesYes-Yes-
HispanicTSTS-TS-
WhiteNoYes-No-
Multiple RacesTSTS-TS-
Economically DisadvantagedYes - CPYes-No-
English LearnersTSTSTSTS-
Students with DisabilitiesYes - CPYes-No-

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 Students84%81%79%88%
Asian--91%88%
Black91%74%68%88%
Hispanic67%78%68%88%
White84%81%85%88%
Multiple Races77%72%83%88%
Economically Disadvantaged80%75%68%88%
English Learners<<60%88%
Students with Disabilities60%52%57%88%

< = 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 Students83%81%74%85%
Asian--90%85%
Black73%73%61%85%
Hispanic82%85%63%85%
White83%81%81%85%
Multiple Races81%71%77%85%
Economically Disadvantaged79%76%62%85%
English Learners<<58%85%
Students with Disabilities56%52%54%85%

< = 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 Students76%
Asian-
Black<
Hispanic<
White76%
Multiple Races<
Economically Disadvantaged70%
English Learners<
Students with Disabilities43%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students20%14%12%10%
Asian--10%10%
Black8%3%12%10%
Hispanic17%10%12%10%
White20%14%12%10%
Multiple Races15%14%12%10%
Economically Disadvantaged24%17%13%10%
English Learners<<12%10%
Students with Disabilities31%22%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress<54%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian------
Black100%-100%-<<
Hispanic<<100%-<<
White100%-100%-100%-
Multiple Races100%-100%-<<
Economically Disadvantaged100%-100%-100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners--<<<<
Students with Disabilities100%-100%-100%-
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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students86%85%
Asian--
Black91%82%
Hispanic<82%
White86%85%
Multiple Races85%83%
Economically Disadvantaged82%82%
English Learners-<
Students with Disabilities65%64%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
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