Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

William Byrd Middle

General school information

Category: Middle (06-08) School
Phone: 540-890-1035
Address: 2910 Washington Ave Vinton, VA 24179
Principal: Anthony (Todd) Kageals
Superintendent: Dr. Ken Nicely
School Number: 232
Region: 6
Division: Roanoke County Public Schools
Division Number: 80
Division Website (opens new window)

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

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 83 17 17 64 81 19 14 69 82 18
Female 23 65 88 12 21 62 83 17 19 67 86 14
Male 11 68 79 21 13 66 79 21 9 70 79 21
American Indian < < 100 0 < < 100 0 < < < <
Asian 25 75 100 0 19 63 81 19 9 82 91 9
Black 18 48 66 34 15 54 69 31 10 58 68 32
Hispanic 8 72 80 20 - 70 70 30 14 64 78 22
White 17 66 84 16 17 64 82 18 14 70 84 16
Multiple Races 7 80 87 13 25 66 91 9 11 69 80 20
Students with Disabilities 6 46 51 49 5 43 48 52 6 46 52 48
Students without Disabilities 19 71 90 10 19 68 88 12 15 73 87 13
Economically Disadvantaged 11 65 76 24 9 65 73 27 8 64 72 28
Not Economically Disadvantaged 20 67 87 13 22 64 86 14 17 72 89 11
English Learners - 93 93 7 < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
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 21 63 84 16 21 63 85 15 15 63 78 22
Female 32 58 89 11 26 61 87 13 21 57 78 22
Male 11 67 79 21 18 65 82 18 10 68 78 22
Asian < < 100 0 < < < < < < 100 0
Black 17 42 58 42 40 33 73 27 10 48 57 43
Hispanic - 69 69 31 - 82 82 18 25 58 83 17
White 23 62 85 15 22 63 85 15 15 66 81 19
Multiple Races < < 100 0 13 80 93 7 11 50 61 39
Students with Disabilities 9 46 56 44 10 37 46 54 5 37 42 58
Students without Disabilities 24 67 91 9 23 68 91 9 17 68 84 16
Economically Disadvantaged 14 65 78 22 8 67 75 25 10 55 65 35
Not Economically Disadvantaged 26 62 87 13 28 61 89 11 18 69 88 12
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < < <
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 14 71 85 15 19 66 85 15 16 73 89 11
Female 19 70 89 11 27 61 89 11 25 68 93 7
Male 9 72 81 19 11 70 81 19 9 77 86 14
Asian < < 100 0 < < < < < < < <
Black 20 50 70 30 8 62 69 31 6 71 76 24
Hispanic < < 100 0 - 67 67 33 9 91 100 0
White 13 72 85 15 20 67 86 14 18 72 90 10
Multiple Races < < < < < < 100 0 17 72 89 11
Students with Disabilities 4 50 54 46 4 56 60 40 5 54 59 41
Students without Disabilities 16 76 92 8 23 68 91 9 18 76 94 6
Economically Disadvantaged 9 69 78 22 10 70 80 20 9 76 85 15
Not Economically Disadvantaged 17 72 89 11 25 63 88 12 20 71 92 8
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 15 65 80 20 10 63 74 26 9 69 78 22
Female 18 67 85 15 9 65 74 26 11 75 87 13
Male 12 63 75 25 11 63 74 26 7 64 71 29
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black 17 50 67 33 - 65 65 35 17 58 75 25
Hispanic < < < < < < < < 8 46 54 46
White 15 65 80 20 11 63 74 26 9 70 79 21
Multiple Races - 77 77 23 < < < < < < 100 0
Students with Disabilities 3 39 42 58 2 37 38 62 7 48 55 45
Students without Disabilities 17 69 86 14 12 70 82 18 10 73 83 17
Economically Disadvantaged 10 60 70 30 8 58 65 35 5 61 66 34
Not Economically Disadvantaged 17 67 84 16 12 67 79 21 12 74 86 14
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 20 58 78 22 17 50 67 33 23 52 75 25
Female 27 58 84 16 22 56 78 22 33 55 89 11
Male 14 58 72 28 13 46 59 41 14 49 63 37
American Indian < < < <
Asian < < < < < < 100 0 < < 100 0
Black 8 58 67 33 5 47 53 47 17 50 67 33
Hispanic < < 100 0 < < 100 0 - 46 46 54
White 20 59 79 21 18 49 67 33 24 52 76 24
Multiple Races 17 42 58 42 < < < < 30 60 90 10
Students with Disabilities 9 46 54 46 4 14 18 82 5 25 30 70
Students without Disabilities 22 60 82 18 20 59 80 20 27 57 84 16
Economically Disadvantaged 16 58 74 26 6 50 56 44 9 51 60 40
Not Economically Disadvantaged 22 58 80 20 24 51 75 25 32 53 85 15
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
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 20 58 78 22 17 50 67 33 23 52 75 25
Female 27 58 84 16 22 56 78 22 33 55 89 11
Male 14 58 72 28 13 46 59 41 14 49 63 37
American Indian < < < <
Asian < < < < < < 100 0 < < 100 0
Black 8 58 67 33 5 47 53 47 17 50 67 33
Hispanic < < 100 0 < < 100 0 - 46 46 54
White 20 59 79 21 18 49 67 33 24 52 76 24
Multiple Races 17 42 58 42 < < < < 30 60 90 10
Students with Disabilities 9 46 54 46 4 14 18 82 5 25 30 70
Students without Disabilities 22 60 82 18 20 59 80 20 27 57 84 16
Economically Disadvantaged 16 58 74 26 6 50 56 44 9 51 60 40
Not Economically Disadvantaged 22 58 80 20 24 51 75 25 32 53 85 15
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
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 19 71 90 10 21 66 87 13 23 66 89 11
Female 22 70 92 8 24 68 92 8 28 63 91 9
Male 16 72 88 12 19 64 83 17 19 68 87 13
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 31 69 100 0 50 50 100 0 45 45 91 9
Black 13 71 84 16 21 60 81 19 20 64 84 16
Hispanic 17 75 92 8 15 67 81 19 17 69 86 14
White 19 71 90 10 21 66 87 13 24 66 89 11
Multiple Races 23 74 97 3 19 78 97 3 18 67 84 16
Students with Disabilities 7 59 66 34 8 50 59 41 10 52 62 38
Students without Disabilities 22 74 95 5 24 69 93 7 25 68 93 7
Economically Disadvantaged 11 72 83 17 13 69 82 18 14 68 82 18
Not Economically Disadvantaged 24 70 94 6 26 64 90 10 29 64 93 7
English Learners 20 80 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 10 83 93 7 16 72 88 12 7 73 80 20
Female 16 75 91 9 18 76 94 6 7 72 79 21
Male 4 90 94 6 15 69 83 17 6 74 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 70 80 20 9 73 82 18 11 79 89 11
Hispanic - 85 85 15 < < < < < < < <
White 10 83 94 6 17 71 88 12 7 72 79 21
Multiple Races < < 100 0 7 93 100 0 - 73 73 27
Students with Disabilities 13 61 74 26 10 58 68 33 8 38 46 54
Students without Disabilities 8 90 99 1 18 76 93 7 6 81 87 13
Economically Disadvantaged 8 82 91 9 13 76 88 12 4 68 72 28
Not Economically Disadvantaged 11 84 94 6 18 70 89 11 9 78 87 13
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 25 59 84 16 27 57 84 16 26 64 91 9
Female 29 58 87 13 31 55 86 14 29 65 94 6
Male 22 60 81 19 23 59 82 18 24 64 88 12
Asian < < 100 0 < < 100 0 < < < <
Black 18 59 77 23 43 29 71 29 13 53 67 33
Hispanic < < 100 0 14 64 79 21 38 62 100 0
White 25 59 83 17 25 59 84 16 27 66 92 8
Multiple Races 36 64 100 0 < < < < 16 68 84 16
Students with Disabilities 5 44 49 51 10 43 53 47 18 45 63 38
Students without Disabilities 30 63 93 7 31 60 91 9 28 68 95 5
Economically Disadvantaged 12 58 70 30 16 64 79 21 26 62 88 13
Not Economically Disadvantaged 32 60 92 8 34 53 87 13 26 66 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
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 2 82 85 15 2 66 68 32 3 80 83 17
Female - 91 91 9 - 82 82 18 6 79 85 15
Male 4 76 80 20 3 57 60 40 2 80 82 18
American Indian < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < <
White 3 80 83 17 2 66 68 32 3 83 85 15
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 74 74 26 2 52 54 46 5 68 73 27
Students without Disabilities 4 86 89 11 2 75 77 23 2 88 90 10
Economically Disadvantaged 2 80 83 17 3 60 63 37 2 79 80 20
Not Economically Disadvantaged 2 84 86 14 - 73 73 27 5 82 87 13
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 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 26 71 96 4 23 75 98 2 35 61 96 4
Female 28 71 99 1 23 75 98 2 43 56 99 1
Male 24 70 94 6 23 75 99 1 28 65 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 15 85 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 27 69 96 4 23 74 98 2 36 61 96 4
Multiple Races < < 100 0 20 80 100 0 < < 100 0
Students with Disabilities 10 80 90 10 < < < < < < 100 0
Students without Disabilities 27 70 97 3 23 76 99 1 37 59 96 4
Economically Disadvantaged 15 80 95 5 10 88 98 3 22 69 91 9
Not Economically Disadvantaged 30 67 97 3 27 71 98 2 41 58 98 2
Military Connected < < 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 32 66 98 2 42 58 100 0 67 33 100 0
Female 27 73 100 0 46 54 100 0 74 26 100 0
Male 37 60 97 3 37 63 100 0 58 42 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0
White 29 69 98 2 43 57 100 0 67 33 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 33 65 98 2 41 59 100 0 67 33 100 0
Economically Disadvantaged < < 100 0 43 57 100 0 < < 100 0
Not Economically Disadvantaged 30 68 98 2 41 59 100 0 69 31 100 0
Military Connected < < 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
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 73 85 15 8 67 75 25 11 71 83 17
Female 10 74 84 16 8 69 76 24 13 73 86 14
Male 14 72 86 14 9 65 74 26 10 70 80 20
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black 8 75 83 17 - 76 76 24 25 50 75 25
Hispanic < < 100 0 < < < < - 62 62 38
White 11 74 85 15 10 65 75 25 11 73 84 16
Multiple Races 14 57 71 29 < < < < - 90 90 10
Students with Disabilities - 57 57 43 2 35 37 63 7 44 51 49
Students without Disabilities 14 75 90 10 10 74 84 16 12 77 89 11
Economically Disadvantaged 9 70 78 22 8 61 69 31 6 67 73 27
Not Economically Disadvantaged 14 74 88 12 9 70 79 21 15 74 88 12
English Learners < < 100 0 < < < < < < < <
Military Connected < < 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 12 73 85 15 8 66 75 25 11 71 83 17
Female 10 74 84 16 8 69 76 24 13 72 85 15
Male 14 72 86 14 9 65 74 26 10 70 80 20
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black 8 75 83 17 - 76 76 24 27 45 73 27
Hispanic < < 100 0 < < < < - 62 62 38
White 11 74 85 15 10 65 74 26 11 73 85 15
Multiple Races 14 57 71 29 < < < < < < < <
Students with Disabilities - 57 57 43 2 33 35 65 7 44 51 49
Students without Disabilities 14 75 90 10 10 74 84 16 13 77 89 11
Economically Disadvantaged 9 70 78 22 8 60 68 32 6 67 73 27
Not Economically Disadvantaged 14 74 88 12 9 70 79 21 15 74 89 11
English Learners < < 100 0 < < < < < < < <
Military Connected < < 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 < < 100 0 < < 100 0 < < < <
Female < < 100 0
Male < < 100 0 < < 100 0 < < < <
Black < < 100 0
White < < 100 0 < < 100 0 < < < <
Multiple Races < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < < <
Economically Disadvantaged < < 100 0 < < 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
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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 29 62 91 9 24 58 82 18 32 59 90 10
Female 32 59 91 9 26 61 87 13 36 56 93 7
Male 27 64 91 9 23 55 78 22 27 61 88 12
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 67 92 8 32 42 74 26 15 69 85 15
Hispanic < < 100 0 < < < < 8 77 85 15
White 29 62 91 9 23 59 82 18 33 57 90 10
Multiple Races 25 67 92 8 < < 100 0 < < 100 0
Students with Disabilities 5 59 64 36 6 38 43 57 9 56 65 35
Students without Disabilities 34 62 96 4 29 62 91 9 36 59 95 5
Economically Disadvantaged 18 67 85 15 19 57 76 24 17 68 85 15
Not Economically Disadvantaged 35 59 94 6 28 58 86 14 40 53 93 7
Military Connected < < 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 29 62 91 9 25 58 83 17 32 59 91 9
Female 32 59 91 9 26 62 88 12 36 57 93 7
Male 27 64 91 9 24 56 79 21 28 61 89 11
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 67 92 8 33 44 78 22 17 67 83 17
Hispanic < < 100 0 < < < < 8 77 85 15
White 29 62 91 9 23 59 83 17 34 57 91 9
Multiple Races 25 67 92 8 < < 100 0 < < 100 0
Students with Disabilities 5 59 64 36 6 40 46 54 7 56 63 37
Students without Disabilities 34 62 96 4 29 62 91 9 37 59 96 4
Economically Disadvantaged 18 67 85 15 19 57 76 24 17 69 85 15
Not Economically Disadvantaged 35 59 94 6 28 59 88 12 41 53 94 6
Military Connected < < 100 0 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < < <
Male < < 100 0 < < < <
White < < 100 0 < < < <
Students without Disabilities < < 100 0 < < < <
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged < < < <
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
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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
School2-1
Division12512
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 6278259298
Grade 7291282268
Grade 8281277288
Total Students850818854

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students850818854
Female395376403
Male455442451
American Indian11-
Asian16138
Black515053
Hispanic323650
White718673689
Multiple Races324554
Students with Disabilities153129143
Students without Disabilities697689711
Economically Disadvantaged322318409
Not Economically Disadvantaged528500445
English Learners201625
Not English Learners830802829
Homeless32-
Military Connected575
Foster Care323
< = 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 Students710937589172391
Female333403543833539
Male377534045338852
American Indian<<<<<<
Asian151160111
Black423483456
Hispanic214256334
White606786407459671
Multiple Races266297388
Students with Disabilities121231242210726
Economically Disadvantaged242642656330168
English Learners151162142
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 60
Other Offenses Against Persons 40
All Other Offenses 10
Weapons Offenses <
Offenses Against Student 17

< = 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 Indian0.10.10.1
Asian21.91.21.60.9
Black5.614.368.36.111.6
Hispanic3.223.88.34.41.8
Native Hawaiian------
White85.271.484.577.482.379.5
Multiple Races412.23.84.85.56.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian21.91.6
Black5.666.1
Hispanic3.23.84.4
Native Hawaiian
White85.284.582.3
Multiple Races43.85.5
< = 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 Indian0.10.10.1
Asian21.91.6
Black5.666.1
Hispanic3.23.84.4
Native Hawaiian------
White85.284.582.3
Multiple Races43.85.5
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 31.535.736
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 47.338.441.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 66.266.367.9
< = 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.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
Code Book
User Guide
Usage Agreement

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201741%55%0%4%
2017-201844%54%0%2%
2018-201943%52%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students82%82%73%75%
Asian91%91%87%75%
Black69%68%60%75%
Hispanic76%75%63%75%
White84%83%81%75%
Economically Disadvantaged72%74%62%75%
English Learners63%76%53%75%
Students with Disabilities52%51%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students89%89%74%70%
Asian91%98%89%70%
Black86%84%60%70%
Hispanic84%85%64%70%
White89%89%81%70%
Economically Disadvantaged82%82%63%70%
English Learners81%91%57%70%
Students with Disabilities62%63%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students83%
Asian<
Black75%
Hispanic67%
White84%
Economically Disadvantaged74%
English Learners<
Students with Disabilities51%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students84%91%
Asian91%91%
Black71%88%
Hispanic76%86%
White85%92%
Economically Disadvantaged74%86%
English Learners63%81%
Students with Disabilities57%72%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students11%11%9%10%
Asian8%5%5%10%
Black12%8%9%10%
Hispanic11%15%9%10%
White11%11%9%10%
Economically Disadvantaged18%19%13%10%
English Learners13%10%8%10%
Students with Disabilities20%17%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%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
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%<
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).
William Byrd Middle to top