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Williamsburg Middle

General school information

Category: Middle (06-08) School
Phone: 703-228-5450
Address: 3600 N Harrison St Arlington, VA 22207
Principal: Bryan Boykin
Superintendent: Francisco Duran
School Number: 480
Region: 4
Division: Arlington County Public Schools
Division Number: 7
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

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Every Student Succeeds Act

ACCREDITATION

2022 Accreditation Status: Accredited
Accreditation Status Last Year: Accreditation Waived
Triennial Accreditation: 2019 through 2023

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
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

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 62 94 6 34 62 96 4
Female 35 58 94 6 38 58 96 4
Male 28 66 94 6 30 65 95 5
Asian 25 69 93 7 44 51 95 5
Black 17 67 83 17 21 57 79 21
Hispanic 28 65 93 7 24 65 89 11
Native Hawaiian < < 100 0
White 31 63 93 7 35 62 97 3
Multiple Races 45 52 98 2 34 62 96 4
Students with Disabilities 7 66 73 27 6 72 78 22
Students without Disabilities 34 62 96 4 38 60 98 2
Economically Disadvantaged 10 71 80 20 29 58 87 13
Not Economically Disadvantaged 32 62 94 6 34 62 96 4
English Learners < < < < < < < <
Military Connected 27 73 100 0 36 64 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 60 94 6 31 63 94 6
Female 38 54 92 8 32 63 95 5
Male 30 66 96 4 31 63 94 6
Asian 25 69 94 6 47 41 88 12
Black < < 100 0 < < < <
Hispanic 35 62 96 4 12 76 88 12
White 32 61 94 6 32 65 97 3
Multiple Races 46 50 96 4 32 58 90 10
Students with Disabilities - 67 67 33 12 63 74 26
Students without Disabilities 37 60 97 3 35 63 98 2
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged 34 60 94 6 31 63 94 6
English Learners < < < < < < < <
Military Connected 29 71 100 0 13 88 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 63 94 6 30 66 96 4
Female 35 62 97 3 30 67 98 2
Male 26 65 91 9 29 65 94 6
Asian 27 69 96 4 50 43 93 7
Black < < 100 0 < < < <
Hispanic 20 70 90 10 24 68 92 8
Native Hawaiian < < 100 0
White 29 64 93 7 29 68 97 3
Multiple Races 48 48 97 3 27 70 97 3
Students with Disabilities 7 63 70 30 - 74 74 26
Students without Disabilities 33 63 96 4 33 65 99 1
Economically Disadvantaged 7 80 87 13 < < < <
Not Economically Disadvantaged 31 63 94 6 29 67 97 3
English Learners < < < < < < < <
Military Connected 31 69 100 0 40 60 100 0
Grade 8 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 63 93 7 41 56 97 3
Female 34 59 93 7 52 44 96 4
Male 27 68 94 6 31 67 97 3
Asian 21 68 89 11 38 62 100 0
Black < < < < < < 100 0
Hispanic 27 64 91 9 36 50 86 14
White 31 63 94 6 42 55 97 3
Multiple Races 40 60 100 0 42 58 100 0
Students with Disabilities 14 68 82 18 3 83 86 14
Students without Disabilities 32 63 94 6 46 53 98 2
Economically Disadvantaged 10 65 75 25 20 67 87 13
Not Economically Disadvantaged 32 63 95 5 42 56 97 3
English Learners < < < < < < < <
Military Connected 21 79 100 0 53 47 100 0
Grade 3 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2020-2021 2021-2022
Student Subgroup 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

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 45 93 7
Female 62 35 96 4
Male 37 54 91 9
Asian 68 28 96 4
Black < < 100 0
Hispanic 50 35 85 15
White 46 47 94 6
Multiple Races 53 42 95 5
Students with Disabilities 12 62 74 26
Students without Disabilities 54 42 96 4
Economically Disadvantaged 36 50 86 14
Not Economically Disadvantaged 49 44 94 6
Military Connected 53 41 94 6
Grade 8 Writing Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 45 93 7
Female 62 35 96 4
Male 37 54 91 9
Asian 68 28 96 4
Black < < 100 0
Hispanic 50 35 85 15
White 46 47 94 6
Multiple Races 53 42 95 5
Students with Disabilities 12 62 74 26
Students without Disabilities 54 42 96 4
Economically Disadvantaged 36 50 86 14
Not Economically Disadvantaged 49 44 94 6
Military Connected 53 41 94 6
EOC Writing Performance 2020-2021 2021-2022
Student Subgroup 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

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 65 84 16 31 62 94 6
Female 19 66 85 15 29 65 95 5
Male 19 64 83 17 33 60 93 7
Asian 27 53 80 20 46 53 98 2
Black 8 38 46 54 - 79 79 21
Hispanic 18 65 82 18 18 69 88 13
Native Hawaiian < < 100 0
White 18 67 85 15 31 63 94 6
Multiple Races 23 63 86 14 36 56 92 8
Students with Disabilities 7 42 49 51 7 61 68 32
Students without Disabilities 20 67 87 13 35 63 97 3
Economically Disadvantaged 8 45 53 48 23 65 87 13
Not Economically Disadvantaged 19 66 85 15 31 62 94 6
English Learners < < < < < < < <
Military Connected 12 82 94 6 25 72 96 4
Grade 6 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 58 87 13 30 62 92 8
Female 24 61 85 15 28 66 94 6
Male 32 56 88 12 33 57 90 10
Asian 44 25 69 31 < < 100 0
Black < < 100 0 < < < <
Hispanic 31 58 88 12 18 64 82 18
White 26 61 87 13 33 63 96 4
Multiple Races 32 61 93 7 28 52 80 20
Students with Disabilities 4 40 44 56 5 60 64 36
Students without Disabilities 31 60 91 9 36 63 98 2
Economically Disadvantaged < < < < < < 100 0
Not Economically Disadvantaged 29 59 88 12 30 62 92 8
English Learners < < < < < < 100 0
Military Connected 29 71 100 0 13 80 93 7
Grade 7 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 54 57 43 - 78 78 22
Female 2 58 60 40 - 83 83 17
Male 4 51 55 45 - 70 70 30
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White 3 56 59 41 - 79 79 21
Multiple Races - 55 55 45 < < < <
Students with Disabilities 6 33 39 61 - 54 54 46
Students without Disabilities 3 59 61 39 - 92 92 8
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged 3 55 58 42 - 80 80 20
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Grade 8 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 71 74 26 24 71 94 6
Female 3 75 78 22 24 70 94 6
Male 4 66 71 29 23 71 94 6
Asian 7 64 71 29 38 57 95 5
Black < < < < < < 100 0
Hispanic - 73 73 27 11 74 85 15
Native Hawaiian < < 100 0
White 4 73 77 23 23 71 95 5
Multiple Races 6 71 76 24 31 66 97 3
Students with Disabilities - 39 39 61 9 66 75 25
Students without Disabilities 4 75 79 21 25 71 96 4
Economically Disadvantaged - 36 36 64 24 65 88 12
Not Economically Disadvantaged 4 74 78 22 24 71 95 5
English Learners < < < < < < < <
Military Connected - 94 94 6 14 81 95 5
Algebra I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 72 94 6 48 50 98 2
Female 25 70 95 5 44 55 99 1
Male 18 74 92 8 52 46 98 2
Asian 33 61 94 6 56 44 100 0
Black < < 100 0 < < 100 0
Hispanic 21 79 100 0 33 67 100 0
White 19 73 93 7 48 49 98 2
Multiple Races 31 65 96 4 52 48 100 0
Students with Disabilities 20 60 80 20 < < < <
Students without Disabilities 22 73 95 5 49 49 99 1
Economically Disadvantaged 20 70 90 10 < < 100 0
Not Economically Disadvantaged 22 72 94 6 48 50 98 2
English Learners < < 100 0 < < 100 0
Military Connected 18 82 100 0 58 42 100 0
Geometry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 63 100 0 59 39 98 2
Female 46 54 100 0 69 31 100 0
Male 31 69 100 0 54 43 97 3
Asian < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 38 62 100 0 59 38 97 3
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 36 64 100 0 59 39 98 2
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 37 63 100 0 60 38 98 2
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2020-2021 2021-2022
Student Subgroup 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

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 69 92 8 29 64 92 8
Female 21 71 93 7 29 63 92 8
Male 26 66 92 8 29 64 93 7
Asian 11 63 74 26 33 63 96 4
Black < < < < < < 100 0
Hispanic 14 73 86 14 32 50 82 18
White 25 70 95 5 25 68 93 8
Multiple Races 36 64 100 0 45 50 95 5
Students with Disabilities 19 52 70 30 6 80 86 14
Students without Disabilities 24 70 94 6 32 61 93 7
Economically Disadvantaged - 60 60 40 27 53 80 20
Not Economically Disadvantaged 25 69 95 5 29 64 93 7
English Learners < < < < < < < <
Military Connected 5 84 89 11 35 59 94 6
Grade 8 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 69 92 8 29 64 92 8
Female 21 71 93 7 29 63 92 8
Male 26 66 92 8 29 64 93 7
Asian 11 63 74 26 33 63 96 4
Black < < < < < < 100 0
Hispanic 14 73 86 14 32 50 82 18
White 25 70 95 5 25 68 93 8
Multiple Races 36 64 100 0 45 50 95 5
Students with Disabilities 19 52 70 30 6 80 86 14
Students without Disabilities 24 70 94 6 32 61 93 7
Economically Disadvantaged - 60 60 40 27 53 80 20
Not Economically Disadvantaged 25 69 95 5 29 64 93 7
English Learners < < < < < < < <
Military Connected 5 84 89 11 35 59 94 6
Grade 5 Science Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2020-2021 2021-2022
Student Subgroup 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

History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 63 95 5
Female 27 67 94 6
Male 36 59 96 4
Asian 28 70 98 3
Black < < < <
Hispanic 36 53 89 11
Native Hawaiian < < 100 0
White 32 64 96 4
Multiple Races 34 59 93 7
Students with Disabilities 9 73 83 17
Students without Disabilities 35 62 97 3
Economically Disadvantaged 13 71 83 17
Not Economically Disadvantaged 33 63 96 4
English Learners < < < <
Military Connected 35 62 97 3
Geography Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 81 95 5
Female 11 82 93 7
Male 17 80 97 3
Asian 12 85 96 4
Black < < 100 0
Hispanic 18 68 86 14
White 15 81 95 5
Multiple Races 13 84 97 3
Students with Disabilities - 88 88 12
Students without Disabilities 16 80 96 4
Economically Disadvantaged - 87 87 13
Not Economically Disadvantaged 15 81 96 4
English Learners < < < <
Military Connected 24 71 94 6
Civics & Econ Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 51 44 95 5
Female 43 51 95 5
Male 58 37 95 5
Asian 57 43 100 0
Black < < < <
Hispanic 52 40 92 8
Native Hawaiian < < 100 0
White 50 46 96 4
Multiple Races 60 27 87 13
Students with Disabilities 19 58 77 23
Students without Disabilities 55 42 97 3
Economically Disadvantaged < < < <
Not Economically Disadvantaged 52 44 95 5
English Learners < < < <
Military Connected 45 55 100 0
VA & US History Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2020-2021 2021-2022
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022
Student Subgroup 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

2020-20212021-2022
School-3
Division114224
State1,3244,006
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 2019-20202020-20212021-2022
Grade 6349283275
Grade 7351315270
Grade 8305342295
Total Students1,005940840

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

Fall Membership by Subgroups

2021 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 2019-20202020-20212021-2022
All Students1005940840
Female515454401
Male490486439
Asian736860
Black191313
Hispanic797572
White757692593
Multiple Races7792100
Students with Disabilities104102110
Students without Disabilities901838730
Economically Disadvantaged402615
Not Economically Disadvantaged965914825
English Learners725231
Not English Learners933888809
Military Connected525751
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2020-2021 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 2021-2022 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
2020-2021 2021-2022
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students9191982312
Female44473947
Male475124295
Asian660590
Black121130
Hispanic724712
Native Hawaiian--<<
White675145818
Multiple Races940972
Students with Disabilities9861094
Economically Disadvantaged424290
English Learners475371
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

2020-2021 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----
Asian7.38.37.2
Black1.94.21.4
Hispanic7.9258100
Native Hawaiian----
White75.354.273.6
Multiple Races7.78.39.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian7.37.2
Black1.91.4
Hispanic7.98
Native Hawaiian
White75.373.6
Multiple Races7.79.8
< = 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
  2019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions
American Indian----
Asian7.37.2
Black1.91.4
Hispanic7.98
Native Hawaiian----
White75.373.6
Multiple Races7.79.8
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 444
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 12.312.312.3
< = 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
  2019-20202020-20212021-2022
  PercentagePercentagePercentage
All Students 71.671.671.6
< = 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.

2017-2018 school data (Excel)
Data Elements
Flat File Specifications
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: 2021-2022

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2019-202024%73%0%3%
2020-202120%77%0%3%
2021-202223%73%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2022 ESSA Status: Pending
2022 Accreditation Status: Accredited

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students2%3%12%10%
Asian-2%10%10%
Black8%5%13%10%
Hispanic5%5%13%10%
White2%3%13%10%
Economically Disadvantaged9%7%15%10%
English Learners10%8%12%10%
Students with Disabilities6%7%16%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-52%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 Students92%8%92%8%92%8%
Asian95%5%94%6%100%-
Black92%8%100%-<<
Hispanic93%7%93%7%92%8%
White91%9%92%8%92%8%
Economically Disadvantaged95%5%93%7%95%5%
Not Economically Disadvantaged92%8%92%8%92%8%
English Learners95%5%92%8%100%-
Students with Disabilities85%15%85%15%79%21%
Students without Disabilities93%7%93%7%94%6%
Female91%9%91%9%93%7%
Male93%7%94%6%92%8%
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).

+ View 2019 ESSA School Quality Indicator Summary and related reports

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