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Examining Results Today: Visioning for the Future
October 14, 2014
2
Table of Contents
Section Page
Introduction 3
Local benchmarking based upon a review of results from state assessments
4
State benchmarking based upon a review of state assessment data for LCPS compared to other Virginia divisions.
11
National benchmarking based upon a review of results from national assessments compared to the state and nation.
13
International benchmarking based upon a review of international assessments compared to the U.S. and other nations
16
Summary 21
Appendices A: Elementary Schools Standards of Learning Assessments 2011‐2014 B: Middle Schools Standards of Learning Assessments 2011‐2014 C: High Schools Standards of Learning Assessments 2011‐2014 D: At Risk Subgroups by School E: VA On‐Time Graduation Rate F: Class of 2014 SAT Results
22
3
Introduction
This report is in response to the request for student achievement data by the School Board in
September 2014. To provide a more comprehensive view of student learning, several data sources were
utilized, including the Standard of Learning (SOL), the American College Testing (ACT), the Scholastic
Assessment Test (SAT), the Developmental Reading Assessment (DRA), and the Organisation for
Economic Co‐operation and Development (OECD) Programme for International Student Assessment
(PISA) . An understanding of the results of multiple types of assessment data provides more guidance on
steps we need to take towards continuously improvement.
The data are organized according to four levels of benchmarking:
Local benchmarking based upon a review of results from state assessments.
o How is LCPS performing overall?
o How is LCPS performing when reviewing student groups?
State benchmarking based upon a review of state assessment data for LCPS compared to other
Virginia divisions.
o How is LCPS performing relative to other districts and the state?
National benchmarking based upon a review of results from national assessments compared to
the state and nation.
o How is LCPS performing relative to the state and nation?
International benchmarking based upon a review of international assessments compared to the
U.S. and other nations.
o How is LCPS performing relative to other industrialized nations?
4
Local benchmarking based upon a review of results from state assessments
The purpose of this section is to answer the questions, “How is LCPS performing overall? How is LCPS
performing when reviewing student groups?”
1019 18
44
60 61
47
20 21
0%
20%
40%
60%
80%
100%
2011‐12 2012‐13 2013‐14
English Achievement by Proficiency Level 2012‐2014
Fail Proficient Advanced
25 23 21
62 61 59
13 16 19
0%
20%
40%
60%
80%
100%
2011‐12 2012‐13 2013‐14
Math Achievement by Proficiency Level 2012‐2014
Fail Proficient Advanced
5
Source: SOL pass rates (not AMO or Accreditation format)
The revised English SOL test was first administered during the 2012‐13 school year.
The revised Mathematics SOL test was first administered during the 2011‐12 school year.
Overall, student achievement is steady over the past three years with 79‐90% of students being
proficient in the core content areas. Social science had the greatest percentage of students reaching
advanced proficient.
9 9 10
53 53 52
38 38 38
0%
20%
40%
60%
80%
100%
2011‐12 2012‐13 2013‐14
Social Science Achievement by Proficiency Level 2012‐2014
Fail Proficient Advanced
6 11 13
55
67 66
3921 21
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011‐12 2012‐13 2013‐14
Science Achievement by Proficiency Level 2012‐2014
Fail Proficient Advanced
6
92 91
75
94
83
92
79
8984
91
8188
0
10
20
30
40
50
60
70
80
90
100
English Social Science Math Science
Percentage Proficient for All Students 2012‐2014
% proficient 2011‐12 % proficient 2012‐13 % proficient 2013‐14
6672
46
78
50
72
48
66
54
70
50
63
0
10
20
30
40
50
60
70
80
90
English Social Science Math Science
Percentage Proficient for Students Receiving SPED Services 2012‐2014
% proficient 2011‐12 % proficient 2012‐13 % proficient 2013‐14
7
71 74
52
78
47
72
53
62
51
68
58 60
0
10
20
30
40
50
60
70
80
90
English Social Science Math Science
Percentage Proficient for ELL Students 2012‐2014
% proficient 2011‐12 % proficient 2012‐13 % proficient 2013‐14
75 75
51
81
59
76
56
6962
73
59
68
0
10
20
30
40
50
60
70
80
90
English Social Science Math Science
Percentage Proficient for Economically Disadvantaged Students 2012‐2014
% proficient 2011‐12 % proficient 2012‐13 % proficient 2013‐14
8
Source: VDOE District Report Card, Percentage of Students Passing
The student performance results from the student groups reveal achievement gaps of 20‐30 percentage
points between all students and each individual group. The achievement gaps are more clearly
illustrated on the charts in the next section.
82 81
56
86
68
84
61
7670
81
63
74
0
20
40
60
80
100
English Social Science Math Science
Percentage Proficient for Black Students 2012‐2014
% proficient 2011‐12 % proficient 2012‐13 % proficient 2013‐14
80 80
57
85
65
81
61
7567
78
64
74
0
10
20
30
40
50
60
70
80
90
English Social Science Math Science
Percentage Proficient for Hispanic Students 2012‐2014
% proficient 2011‐12 % proficient 2012‐13 % proficient 2013‐14
9
2011 2012 2013 2014
Black 84% 82% 68% 70%
Hispanic 81% 80% 65% 67%
White 95% 95% 87% 88%
Asian 94% 95% 88% 89%
60%65%70%75%80%85%90%95%100%
% proficent
English Performance by Student Group 2011‐2014*
2011 2012 2013 2014
EconomicallyDisadvantaged
76% 75% 59% 62%
ELL 70% 71% 47% 51%
Students ReceivingSPED Services
68% 66% 50% 54%
All Students 92% 92% 83% 84%
40%50%60%70%80%90%
100%
% proficient
English Performance by Student Group 2011‐2014*
10
*The revised English SOL test was first administered during the 2012‐13 school year.
**The revised Mathematics SOL test was first administered during the 2011‐12 school year.
Overall, student achievement has improved across each of the student groups since the revised English
and Math SOLS were administered. However, as achievement has improved for all students, significant
achievement gaps remain.
2011 2012 2013 2014
Black 77% 56% 61% 63%
Hispanic 78% 57% 61% 64%
White 93% 80% 82% 84%
Asian 95% 86% 89% 91%
50%55%60%65%70%75%80%85%90%95%100%
% proficent
Math Performance by Student Group 2011‐2014**
2011 2012 2013 2014
EconomicallyDisadvantaged
74% 51% 56% 59%
ELL 75% 52% 53% 58%
Students ReceivingSPED Services
66% 46% 48% 50%
All Students 89% 75% 79% 81%
40%50%60%70%80%90%
100%
% proficient
Math Performance by Student Group 2011‐2014**
11
State benchmarking based upon a review of state assessment data for
LCPS compared to other Virginia divisions
The purpose of this section is to answer the question, “How is LCPS performing relative to other districts
and the state?”
84
91
81
88
81
90
8184
77
86
778179
85
77
82
74
84
7480
70
75
80
85
90
95
PERCENTAGE PROFICENT ACROSS CONTENT AREAS ACROSS DIVISIONS
2014‐ALL STUDENTS
Loudoun Fairfax Prince William Virginia Beach State
Reading Social Science Math Science
51
68
58 6059
73
6260
54
72
6361
57
74 75
66
54
70
62
59
50
55
60
65
70
75
PERCENTAGE PROFICENT ACROSS CONTENT AREAS ACROSS DIVISIONS
2014‐ELL STUDENTS
Loudoun Fairfax Prince William Virginia Beach State
Reading Social Science Math Science
12
Compared to similar divisions and the state, LCPS is the highest performer for students overall. Fairfax
and Virginia Beach are the highest performers for LEP students, whereas LCPS and Fairfax are the
highest performers for SPED students.
54
70
50
63
56
68
5257
49
62
47
5351
58
46
52
43
58
43
51
40
45
50
55
60
65
70
PERCENTAGE PROFICENT ACROSS CONTENT AREAS ACROSS DIVISIONS 2014‐STUDENTS WHO RECEIVE SPED
SERVICES
Loudoun Fairfax Prince William Virginia Beach State
Reading Social Science Math Science
13
National benchmarking based upon a review of results from national
assessments compared to the state and nation
The purpose of this section is to answer the questions, “How is LCPS performing relative to the state and
nation?”
The SAT College Readiness Benchmark is based on a score of 1,550 out of 2,400 (critical reading, mathematics, and writing sections combined).
543
527541
518
497
515
497487
513
440
460
480
500
520
540
560
Reading Writing Math
Performance on SAT 2014
Average scores on SAT Loudoun Average scores on SAT Virginia
Average scores on SAT US
60%
47%43%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Loudoun Virginia U.S.
Percentage of 2014 Graduates Who Met the SAT College Readiness Benchmark
14
Earning this score indicates a 65 percent likelihood of achieving a B average or higher during the first year of college
Based on the SAT results by area, Loudoun students score higher that the state and U.S. on average.
The results of SAT College Readiness Benchmark indicate that Loudoun graduates are more likely to be
prepared for success in college compared to the state and U.S.
College Readiness based on ACT performance is defined as follows: English=18+; Algebra=22+; Social Science=22+; Biology=23+
23.7 23.8 24.8 23.5 24.122.4 22.7 23.4 22.4 22.8
20.3 20.9 21.3 20.8 21
0
5
10
15
20
25
30
English Mathematics Reading Science Composite
Performance on ACT 2014
Average scores on ACT Loudoun Average scores on ACT Virginia
Average scores on ACT US
85%
70% 67%59%
49%
76%
57% 58%49%
38%
0%
20%
40%
60%
80%
100%
College EnglishComposition
College Algebra College SocialScience
College Biology Meeting All FourAreas
Prepared for College Level Coursework 2014
Percentage of Students Ready for College‐Level Coursework Loudoun
Percentage of Students Ready for College‐Level Coursework Virginia
15
Based on the results of the ACT assessments, LCPS consistently outperforms the state and the nation.
LCPS also produces a higher percentage of students who are prepared for college level coursework
compared to the state.
It is also good to know where LCPS students attend college. The following table displays the colleges
with the highest number of 2014 LCPS graduates attending for fall 2014 (Naviance). The most common
choice for Loudoun graduates was NVCC‐Loudoun.
College Number of 2014 LCPS Graduates Enrolled
Northern Virginia Community College ‐ Loudoun Campus
969
Virginia Polytechnic Institute and State University 337
James Madison University 265
George Mason University 254
Radford University 185
Virginia Commonwealth University 176
University of Virginia 170
Christopher Newport University 139
West Virginia University 67
College of William and Mary 56
University of Mary Washington 54
Old Dominion University 51
16
International benchmarking based upon a review of international assessments
compared to the U.S. and other nations
The purpose of this section is to answer the questions, “How is LCPS performing relative to other
industrialized nations?”
In the spring of 2013, three LCPS high schools (Heritage, Stone Bridge, and Potomac Falls) took the PISA‐
based Test for Schools. It is a student assessment tool geared for use by schools and networks of
schools to support research, benchmarking and school improvement efforts. In the United States, the
assessment is known as the OECD Test for Schools (based on PISA). The assessment tool provides
descriptive information and analyses on the skills and creative application of knowledge of 15‐year‐old
students in reading, mathematics, and science, comparable to existing PISA scales (when administered
under appropriate conditions).
All three LCPS high school scored above the mean for United States schools.
502
529
544
498
570
508
523 524
Comparison of OECD‐Reading
17
Based upon a review of the 2014 PISA results in Reading, Math and Science the three participating LCPS
high schools exceeded the US average. Two of the three high schools exceeded averages for Germany,
Canada and Finland. Shanghai‐China was the highest overall performer overall.
The OECD Tests for Schools uses a rubric with six levels. The higher the level the more rigorous the task.
The following PISA Reading Level chart describes tasks that students must do at each level.
496531 524
481
613
514 518 519
Comparison of OECD‐Math
515
542 544
497
580
524 525
545
Comparison of OECD‐Science
18
The Six Levels of Reading Proficiency in PISA
Level Lower Score Limit on PISA Scale
What skills can do at this level of proficiency
6
698
Students at proficiency Level 6 are highly skilled readers. They can conduct fine‐grained analyses of texts, which require detailed comprehension of both explicit information and unstated implications, and they can reflect on and evaluate what they read at a more general level. Students at this level have successfully completed most of the tasks presented to them in the reading assessment, demonstrating that they are capable of dealing with many different types of reading material. Hence, they are diversified readers who can assimilate information from unfamiliar content areas presented in atypical formats, as well as being able to engage with more familiar content with typical structures and text features. Another characteristic of the most highly developed readers is that they can overcome preconceptions in the face of new information, even when that information is contrary to expectations. Students at this level are capable of recognizing what is provided in a text, both conspicuous and more subtle information, while being able to apply a critical perspective to it, drawing on sophisticated understanding beyond the text.
5
626
Students at proficiency Level 5 can handle texts that are unfamiliar in either form or content. They can find information in such texts, demonstrate detailed understanding, and infer which information is relevant to the task. They are also able to critically evaluate such texts and build hypotheses about them, drawing on specialized knowledge and accommodating concepts that might be contrary to expectations. An inspection of the kinds of tasks students at Level 5 are capable of suggests that those who get to this level and Level 6 can be regarded as potential “world‐class” knowledge workers of tomorrow.
4
553
Students at proficiency Level 4 are capable of difficult reading tasks such as locating embedded information, construing meaning from linguistic nuances and critically evaluating a text. Tasks at this level that involve retrieving information require the reader to locate and organize several pieces of embedded information. Some tasks at this level require interpreting the meaning of nuances in a section of text by taking into account the text as a whole. Other interpretative tasks require understanding and applying categories in an unfamiliar context. Reflective tasks at this level require readers to use formal or public knowledge to hypothesize about or critically evaluate a text. Readers must demonstrate an accurate understanding of long or complex texts whose content or form might be unfamiliar
3
480
Students at proficiency Level 3 are capable of reading tasks of moderate complexity, such as locating multiple pieces of information, making links between different parts of a text, and relating it to familiar everyday knowledge. Tasks at this level require the reader to locate, and in some cases recognize the relationship between, several pieces of information that must meet multiple conditions. Interpretative tasks at this level require the reader to integrate several parts of a text in order to identify a main idea, understand a relationship, or construe the meaning of a word or phrase. They need to take into account many features in comparing, contrasting or categorizing. The required information might not be prominent or there may be too much competing information, or there might be other obstacles in the text, such as ideas that are contrary to expectation or that are negatively worded. Reflective tasks at this level might require connections, comparisons, and explanations, or they might require the reader to evaluate a feature of the text. Some reflective tasks require readers to demonstrate a fine understanding of the text in relation to everyday knowledge. Other tasks do not require detailed text comprehension but require the reader to draw upon less common knowledge
2
407
Students at proficiency Level 2 are capable of tasks that require the reader to locate one or more pieces of information, which might need to be inferred and might need to meet several conditions. Other tasks at this level require recognizing the main idea in a text, understanding relationships, or construing meaning within a limited part of the text when the information is not prominent and the reader must make low‐level inferences. Tasks at this level may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks require readers to make a comparison or several connections between the text and outside knowledge by drawing on personal experience and attitudes. PISA considers Level 2 a baseline level of proficiency at which students begin to demonstrate the reading skills and competencies that will allow them to participate effectively and productively in life as they continue their studies and as they enter into the labor force and become members of society.
1
335
Students at proficiency Level 1 are capable of locating pieces of explicitly stated information that are rather prominent in the text, recognizing a main idea in a text about a familiar topic, and recognizing the connection between information in such a text and their everyday experience. Typically the required information in texts at this level is prominent and there is little, if any, competing information. The reader is explicitly directed to consider relevant factors in the task and in the text.
19
7%
2%
5%
9%
9%
3%
13%
20%
13%
13%
24%
31%
28%
37%
28%
24%
35%
37%
21%
9%
13%
9%
8% 2%
HERITAGE
POTOMAC FALLS
STONE BRIDGE
US AVERAGE
OECD‐Reading Performance Levels by School
Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
11%
2%
4%
8%
7%
15%
7%
15%
26%
17%
19%
24%
21%
22%
36%
25%
26%
24%
18%
17%
6%
15%
12%
8%
3%
6%
3%
2%
HERITAGE
POTOMAC FALLS
STONE BRIDGE
US AVERAGE
OECD‐Math Performance Levels by School
Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
20
The graphs above indicate that the three LCPS students reached the higher performance levels on the
Reading, Math and Science OECD assessments more frequently than the US average. However, the LCPS
schools and the U.S. average had a small percentage of students reaching the highest two performance
levels.
4%
10%
2%
14%
20%
15%
15%
25%
43%
41%
40%
28%
23%
39%
40%
20%
4%
4%
4%
8%1%
HERITAGE
POTOMAC FALLS
STONE BRIDGE
US AVERAGE
OECD‐Science Performance Levels by School
Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
21
Summary
Overall, most students in LCPS (80% or more) are reaching proficiency on the state assessments. Most
LCPS students appear to be college and career ready based on national college entrance exams. The
division consistently outperforms similar districts, the state of Virginia and the U.S. on multiple
measures (SOL, SAT, ACT). Internationally, the Loudoun High Schools that participated in the OECD
assessments outperformed the U.S. and comparable industrial nations (Germany, Canada and Finland).
Only Shanghai‐China had consistently stronger outcomes than the participating LCPS schools in Reading,
Math and Science.
However, there are areas for growth for LCPS. English Language Learners, Students Receiving Special
Education Services, Black and Hispanic students are performing at higher levels of proficiency but still
are achieving at lower levels than their peers on the state assessments. While comparable divisions and
the state have achievement gaps for ELLS on the SOLS, LCPS in particular has large achievement gaps for
this student group.
While LCPS fares well on the OECD international assessment overall, less than 10% of students in the
LCPS participating schools attained the highest two levels of performance, which are critical for students
to be competitive in the global work environment.
The results suggest that LCPS has been successful in producing high student achievement for most
students. However, LCPS achievement results have been stable for the last two years. The application of
the current “Bright Spots” (especially in the areas of differentiation, rigor, deeper and authentic learning
and the 4 C’s) can be leveraged to close the achievement gap and reach higher levels of performance for
all students.
22
Appendices
23
2011 2012 2013a 2014 2011 2012b 2013 2014Aldie Elementary 91 97 81 91 91 85 84 89Algonkian Elementary 88 88 83 80 87 81 73 84Arcola Elementary 88 93 81 82 94 78 78 82Ashburn Elementary 94 94 83 87 95 81 85 86Ball's Bluff Elementary 87 82 77 79 86 80 79 88Banneker Elementary 87 88 80 77 84 79 70 78Belmont Station Elementary 96 95 84 87 97 86 89 93Buffalo Trail Elementary 94 91 86 86 92 80 83 82Catoctin Elementary 84 86 77 82 81 77 70 70Cedar Lane Elementary 89 92 83 83 91 75 76 85Cool Spring Elementary 89 86 83 81 85 80 70 86Countryside Elementary 85 87 80 81 94 78 82 88Creighton's Corner Elementary 93 92 82 82 90 70 73 82Discovery Elementary * * * 82 * * * 85Dominion Trail Elementary 90 90 84 83 93 78 81 83Emerick Elementary 90 89 88 92 91 79 88 93Evergreen Mill Elementary 91 94 87 90 92 82 82 90Forest Grove Elementary 83 80 79 75 81 78 72 77Frances Hazel Reid Elementary 93 92 85 80 95 79 77 78Frederick Douglass Elementary * * 70 78 * * 74 85Guilford Elementary 78 81 65 75 82 75 89 89Hamilton Elementary 95 92 82 81 95 81 80 89Hillsboro Elementary 94 86 85 79 92 82 76 71Hillside Elementary 92 93 81 86 97 75 83 89Horizon Elementary 93 91 85 86 92 76 82 84Hutchison Farm Elementary 95 91 83 82 94 71 72 81John W. Tolbert Jr. Elementary 87 88 84 85 90 70 87 90Kenneth W.Culbert Elementary 95 94 85 91 95 80 84 91Leesburg Elementary 95 91 82 83 97 78 77 84Legacy Elementary 92 91 86 90 94 79 85 90Liberty Elementary 94 95 86 86 97 84 87 86Lincoln Elementary 99 96 94 89 96 89 84 87Little River Elementary 93 93 88 88 96 79 83 85Lovettsville Elementary 85 90 82 76 86 81 75 76Lowes Island Elementary 97 97 89 89 97 88 85 90Lucketts Elementary 99 93 90 87 100 81 88 84Meadowland Elementary 94 87 91 84 95 70 88 91Middleburg Elementary 83 88 81 77 75 76 58 80Mill Run Elementary 93 93 87 90 95 78 80 89Moorefield Station Elementary * * * 86 * * * 88Mountain View Elementary 93 92 81 85 88 73 84 76Newton‐Lee Elementary 95 95 87 90 94 86 89 89Pinebrook Elementary 97 97 89 83 96 86 86 90Potowmack Elementary 88 92 83 82 89 75 78 82Rolling Ridge Elementary 79 80 76 75 86 77 90 94Rosa Lee Carter Elementary 91 92 86 90 95 84 88 90Round Hill Elementary 97 96 92 85 95 82 88 86Sanders Corner Elementary 96 97 85 84 95 79 86 83Seldens Landing Elementary 93 94 85 84 95 81 79 81Sterling Elementary 83 88 75 77 90 84 71 68Steuart W. Weller Elementary 90 89 82 83 89 84 78 87Sugarland Elementary 78 77 63 76 88 79 74 81Sully Elementary 82 81 66 75 92 80 70 86Sycolin Creek Elementary 93 93 80 86 94 72 71 86Waterford Elementary 98 93 83 87 93 73 76 80
English Math
Pass % Pass %
Appendix A: Elementary Schools Standards of Learning Assessments 2011‐2014
24
History Science
Pass % Pass % SCHOOL NAME 2013 2014 2013c 2014 Aldie Elementary 90 93 92 88 Algonkian Elementary 91 92 83 85 Arcola Elementary 94 94 89 87 Ashburn Elementary 94 93 89 91 Ball's Bluff Elementary 92 91 90 87 Banneker Elementary 95 93 80 82 Belmont Station Elementary 98 94 97 96 Buffalo Trail Elementary 96 97 96 88 Catoctin Elementary 94 86 82 87 Cedar Lane Elementary 93 93 90 89 Cool Spring Elementary 87 86 77 84 Countryside Elementary 97 98 85 86 Creighton's Corner Elementary 94 93 90 86 Discovery Elementary * 95 * 88 Dominion Trail Elementary 92 92 89 79 Emerick Elementary 98 99 95 95 Evergreen Mill Elementary 99 94 88 90 Forest Grove Elementary 91 81 79 71 Frances Hazel Reid Elementary 96 87 86 79 Frederick Douglass Elementary 93 93 80 75 Guilford Elementary 93 93 81 85 Hamilton Elementary 100 92 88 90 Hillsboro Elementary 85 88 100 81 Hillside Elementary 95 95 93 94 Horizon Elementary 95 94 90 87 Hutchison Farm Elementary 93 94 86 89 John W. Tolbert Jr. Elementary 93 91 94 90 Kenneth W.Culbert Elementary 92 93 87 89 Leesburg Elementary 91 94 86 91 Legacy Elementary 98 96 90 95 Liberty Elementary 97 96 93 91 Lincoln Elementary 100 98 94 98 Little River Elementary 98 98 91 94 Lovettsville Elementary 94 93 86 75 Lowes Island Elementary 99 98 96 93 Lucketts Elementary 91 92 91 86 Meadowland Elementary 98 98 94 86 Middleburg Elementary 87 93 75 78 Mill Run Elementary 97 97 93 93 Moorefield Station Elementary * 95 * 92 Mountain View Elementary 97 98 91 85 Newton-Lee Elementary 99 97 93 96 Pinebrook Elementary 96 99 96 92 Potowmack Elementary 89 85 87 81 Rolling Ridge Elementary 90 82 76 73 Rosa Lee Carter Elementary 96 96 92 93 Round Hill Elementary 96 93 96 93 Sanders Corner Elementary 94 92 95 90 Seldens Landing Elementary 94 94 90 89 Sterling Elementary 91 85 84 71 Steuart W. Weller Elementary 94 92 89 86 Sugarland Elementary 90 89 74 74 Sully Elementary 91 93 77 76 Sycolin Creek Elementary 93 93 90 87 Waterford Elementary 96 97 87 95
25
History Science
Pass % Pass %
SCHOOL NAME 2011c 2012 2013 2014 2011 2012 2013d 2014
Belmont Ridge Middle 96 97 97 97 99 99 92 93 Blue Ridge Middle 93 93 94 94 99 99 90 94 Eagle Ridge Middle 93 95 96 94 98 96 89 93 Farmwell Station Middle 94 95 95 96 98 99 91 94 Harmony Middle 91 91 93 93 98 98 92 94 Harper Park Middle 92 93 95 95 96 96 91 91 J. Lupton Simpson Middle
91 89 92 85 96 94 86 90
J. Michael Lunsford Middle
* 93 96 95 * 98 93 92
Mercer Middle 92 95 94 94 97 99 90 90 River Bend Middle 95 95 93 92 97 98 91 85 Seneca Ridge Middle 85 88 91 88 92 93 88 81 Smart's Mill Middle 93 89 93 91 98 94 79 83 Sterling Middle 83 81 81 76 91 94 72 74 Stone Hill Middle 92 94 95 91 97 97 89 90
English Math
Pass % Pass %
2011 2012 2013a 2014 2011 2012b 2013 2014
Belmont Ridge Middle 98 97 92 91 94 88 90 90 Blue Ridge Middle 98 96 87 88 91 87 87 87 Eagle Ridge Middle 96 96 88 89 88 80 88 89 Farmwell Station Middle 95 95 87 90 89 85 89 89 Harmony Middle 95 95 85 85 86 80 83 85 Harper Park Middle 94 95 85 87 84 75 85 86 J. Lupton Simpson Middle 93 92 81 81 85 72 76 77 J. Michael Lunsford Middle * 95 88 90 * 76 85 90 Mercer Middle 95 96 88 90 85 73 83 86 River Bend Middle 95 94 82 82 87 80 78 81 Seneca Ridge Middle 92 90 81 81 81 71 74 75 Smart's Mill Middle 93 91 79 84 85 72 76 76 Sterling Middle 85 85 78 71 73 70 68 71
Stone Hill Middle 95 94 89 88 89 85 85 86
Appendix B: Middle Schools Standards of Learning Assessments 2011‐2014
26
Appendix C: High Schools Standards of Learning Assessments 2011‐2014
English Math
Pass % Pass %
2011 2012 2013a 2014 2011 2012b 2013 2014
Briar Woods High 98 98 95 96 96 78 88 84 Broad Run High 97 97 93 94 95 81 80 78 Dominion High 95 97 95 93 89 74 76 84 Freedom High 97 98 97 93 88 80 72 83 Heritage High 97 98 93 95 92 78 75 76 Loudoun County High 97 96 94 95 94 83 84 84 Loudoun Valley High 96 98 95 94 96 86 85 80 Park View High 92 91 83 82 79 73 58 59 Potomac Falls High 97 98 92 93 94 79 80 77 Stone Bridge High 97 98 97 97 95 83 83 87 Tuscarora High 95 94 91 93 90 77 70 61
Woodgrove High 95 96 96 95 95 80 83 82
History Science
Pass % Pass %
SCHOOL NAME 2011c 2012 2013 2014 2011 2012 2013d 2014
Briar Woods High 92 91 95 96 95 95 95 93 Broad Run High 91 92 93 93 97 95 94 92 Dominion High 90 89 91 88 95 93 89 87 Freedom High 90 90 95 94 95 95 94 94 Heritage High 93 96 94 93 95 97 90 89 Loudoun County High
89 90 94 93 96 96 94 94
Loudoun Valley High
92 94 94 95 99 99 96 94
Park View High 75 79 77 73 84 83 75 72 Potomac Falls High 88 91 90 90 98 98 94 94 Stone Bridge High 92 92 94 95 98 96 93 96 Tuscarora High 86 87 91 87 96 94 93 87 Woodgrove High 90 91 88 92 97 97 91 93
Source: VDOE aThe revised English SOL test was first administered during the 2012-13 school year. bThe revised Mathematics SOL test was first administered during the 2012-12 school year. cThe revised History SOL test was first administered during the 2010-11 school year. dThe revised Science SOL test was first administered during the 2012-13 school year. *The school was not operational in this school year.
27
Total Students
# # % # % # %ALDIE ELEMENTARY 136 14 10% 16 12% 10 7%ALGONKIAN ELEMENTARY 489 49 10% 49 10% 65 13%ARCOLA ELEMENTARY 884 71 8% 63 7% 88 10%ASHBURN ELEMENTARY 704 73 10% 94 13% 83 12%BALLS BLUFF ELEMENTARY 645 86 13% 159 25% 112 17%BANNEKER ELEMENTARY 168 15 9% 43 26% 26 15%BELMONT RIDGE MIDDLE 1548 22 1% 75 5% 166 11%BELMONT STATION ELEMENTARY 821 38 5% 51 6% 119 14%BLUE RIDGE MIDDLE 941 14 1% 111 12% 136 14%BRIAR WOODS HIGH 2164 27 1% 151 7% 155 7%BROAD RUN HIGH 1867 105 6% 343 18% 177 9%BUFFALO TRAIL ELEMENTARY 911 80 9% 56 6% 117 13%CATOCTIN ELEMENTARY 585 64 11% 108 18% 108 18%CEDAR LANE ELEMENTARY 745 69 9% 114 15% 136 18%COOL SPRING ELEMENTARY 665 107 16% 170 26% 116 17%COUNTRYSIDE ELEMENTARY 716 135 19% 215 30% 103 14%CREIGHTON`S CORNER ELEMENTARY 895 48 5% 41 5% 80 9%DISCOVERY ELEMENTARY 732 84 11% 112 15% 92 13%DOMINION HIGH 1326 102 8% 312 24% 139 10%DOMINION TRAIL ELEMENTARY 670 71 11% 141 21% 71 11%DOUGLASS SCHOOL 179 20 11% 90 50% 21 12%EAGLE RIDGE MIDDLE 1210 6 0% 54 4% 110 9%EMERICK ELEMENTARY 487 12 2% 26 5% 55 11%EVERGREEN MILL ELEMENTARY 647 120 19% 209 32% 102 16%FARMWELL STATION MIDDLE 1304 43 3% 225 17% 127 10%FOREST GROVE ELEMENTARY 577 222 38% 315 55% 70 12%FRANCES HAZEL REID ELEMENTARY 745 145 19% 219 29% 128 17%FREDERICK DOUGLASS ELEMENTARY 678 123 18% 239 35% 118 17%FREEDOM HIGH 1429 22 2% 129 9% 128 9%GUILFORD ELEMENTARY 508 292 57% 375 74% 53 10%HAMILTON ELEMENTARY 169 3 2% 25 15% 34 20%HARMONY MIDDLE 1120 5 0% 81 7% 151 13%HARPER PARK MIDDLE 1049 45 4% 164 16% 136 13%HERITAGE HIGH 1228 59 5% 247 20% 197 16%HILLSBORO ELEMENTARY 65 2 3% 15 23% 15 23%HILLSIDE ELEMENTARY 717 19 3% 23 3% 58 8%HORIZON ELEMENTARY 728 68 9% 62 9% 74 10%HUTCHISON FARM ELEMENTARY 796 50 6% 59 7% 93 12%
ELL EconDisSpecial
EducationSchool
Appendix D: At Risk Subgroups by School
28
Total Students
# # % # % # %J. LUPTON SIMPSON MIDDLE 1027 54 5% 210 20% 159 15%J. MICHAEL LUNSFORD MIDDLE 1395 33 2% 101 7% 134 10%JOHN CHAMPE HIGH 979 32 3% 112 11% 84 9%KENNETH W. CULBERT ELEMENTARY 558 15 3% 40 7% 129 23%LEESBURG ELEMENTARY 593 98 17% 165 28% 71 12%LEGACY ELEMENTARY 1074 35 3% 19 2% 93 9%LIBERTY ELEMENTARY 1125 67 6% 123 11% 93 8%LINCOLN ELEMENTARY 137 - -- 8 6% 19 14%LITTLE RIVER ELEMENTARY 762 32 4% 18 2% 92 12%LOUDOUN COUNTY HIGH 1422 46 3% 242 17% 144 10%LOUDOUN VALLEY HIGH 1233 22 2% 128 10% 127 10%LOVETTSVILLE ELEMENTARY 510 21 4% 51 10% 83 16%LOWES ISLAND ELEMENTARY 699 19 3% 37 5% 60 9%LUCKETTS ELEMENTARY 273 37 14% 61 22% 34 12%MEADOWLAND ELEMENTARY 444 119 27% 184 41% 58 13%MERCER MIDDLE 1023 39 4% 83 8% 91 9%MIDDLEBURG ELEMENTARY 48 11 23% 27 56% 7 15%MILL RUN ELEMENTARY 946 33 3% 27 3% 70 7%MOOREFIELD STATION ELEMENTARY 892 82 9% 57 6% 91 10%MOUNTAIN VIEW ELEMENTARY 557 21 4% 56 10% 96 17%NEWTON-LEE ELEMENTARY 923 28 3% 26 3% 89 10%PARK VIEW HIGH 1324 308 23% 797 60% 141 11%PINEBROOK ELEMENTARY 1182 76 6% 77 7% 74 6%POTOMAC FALLS HIGH 1531 75 5% 306 20% 186 12%POTOWMACK ELEMENTARY 628 94 15% 155 25% 86 14%RIVER BEND MIDDLE 1192 80 7% 241 20% 157 13%ROLLING RIDGE ELEMENTARY 607 239 39% 389 64% 65 11%ROSA LEE CARTER ELEMENTARY 890 81 9% 51 6% 71 8%ROUND HILL ELEMENTARY 584 8 1% 55 9% 102 17%SANDERS CORNER ELEMENTARY 624 21 3% 73 12% 70 11%SELDENS LANDING ELEMENTARY 873 71 8% 70 8% 94 11%SENECA RIDGE MIDDLE 1042 97 9% 253 24% 117 11%SMART`S MILL MIDDLE 1071 65 6% 230 21% 130 12%STERLING ELEMENTARY 493 173 35% 242 49% 64 13%STERLING MIDDLE 1007 286 28% 662 66% 145 14%STEUART W. WELLER ELEMENTARY 828 133 16% 163 20% 80 10%STONE BRIDGE HIGH 1795 22 1% 129 7% 175 10%STONE HILL MIDDLE 1639 50 3% 150 9% 145 9%SUGARLAND ELEMENTARY 563 276 49% 376 67% 84 15%SULLY ELEMENTARY 484 266 55% 360 74% 51 11%SYCOLIN CREEK ELEMENTARY 747 35 5% 57 8% 118 16%TOLBERT ELEMENTARY 786 122 16% 136 17% 84 11%TUSCARORA HIGH 1878 90 5% 314 17% 202 11%WATERFORD ELEMENTARY 172 - -- 4 2% 18 10%WOODGROVE HIGH 1469 1 0% 112 8% 170 12%
ELL EconDisSpecial
EducationSchool
29
2011 2012 2013 2014
Briar Woods High 98.2 97.5 98.1 98
Broad Run High 97 97.6 97.3 95.6
Dominion High 90.6 90.9 92.8 88
Freedom High 97.8 98.2 98 97.8
Heritage High 93.9 90.3 96.1 95
John Champe High School * * * 98.5
Loudoun County High 95.3 96.2 93.9 96.7
Loudoun Valley High 97.7 95.9 98.4 96.5
Park View High 89.3 88.5 81.9 85.5
Potomac Falls High 96.2 97.5 97.3 95
Stone Bridge High 96.4 97.9 98.6 98.5
Tuscarora High * 90.2 95.6 94.6
Woodgrove High * 97.5 98.2 97
LCPS 95.4 95.2 95.7 95.2
VIRGINIA 86.6 88 89.1 89.9
Source: VDOE
Appendix E: VA On‐Time Graduation Rate
30
C. Reading Math Writing Total
Briar Woods High 546 547 530 1623
Broad Run High 533 540 522 1595
Dominion High 549 561 546 1656
Freedom High 558 559 549 1666
Heritage High 544 535 531 1610
John Champe High School 533 524 519 1576
Loudoun County High 549 539 531 1619
Loudoun Valley High 543 520 523 1586
Park View High 485 488 459 1432
Potomac Falls High 536 543 518 1597
Stone Bridge High 550 553 538 1641
Tuscarora High 546 537 525 1608
Woodgrove High 554 537 524 1615
LCPS 543 541 527 1611
VIRGINIA 518 515 497 1530
USA 497 513 487 1497
Appendix F: Class of 2014 SAT Results
