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Southampton County Public Schools administrators provided a largely positive summary of state-level school accreditation results from the 2022-23 school year in a report to the Southampton County School Board on March 27. 

All six SCPS schools are accredited.

Areas of needed improvement were most prominent at Southampton Middle School, Meherrin Elementary School and Southampton High School.

Administrators noted to the school board that the accreditation results help to drive future action steps and ongoing procedures, enabling comprehensive support to be targeted at specific subject areas.

The presentation on March 27 featured results for each school broken down into broad categories called “School Quality Indicators” and “Achievement Gaps: English and Mathematics.”

The results indicated that a given school was either at Level One, Level Two, Level Three or there were no students or too small a group in a given category from which to derive a result.

The Virginia Department of Education defines Level One as at or above standard, Level Two is near standard and Level Three is below standard.

SOUTHAMPTON HIGH SCHOOL

Southampton High School was also accredited last year, and its triennial accreditation is from 2019-23. 

For the 2022-23 school year, the high school had no School Quality Indicators at Level Three.

Below are the School Quality Indicators and the high school’s results:

• Academic Achievement

-English: Level 1

-Mathematics: Level 1

-Science: Level 1

• Achievement Gaps

-English: Level 1

-Mathematics:  Level 2

• Student Engagement & Outcomes

-Chronic absenteeism: Level 2

-College, Career and Civic Readiness Index: Level 2

-Dropout rate: Level 1

-Graduation and completion: Level 1

Then, for Achievement Gaps: English and Mathematics, the results were broken down into the following student groups: Asian, Black, economically disadvantaged, English learners, Hispanic, multiple races, students with disabilities, and white.

The presentation noted that reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

With regard to achievement gaps in math, the high school was at Level One for every student group except students with disabilities, which was at Level Three; multiple races, which was too small a group from which to derive a result; and English learners, a group which had no representatives.

With regard to achievement gaps in English, the high school was at Level One for every student group except students with disabilities, which was at Level Two; and English learners and Asian students, groups which had no representatives.

SOUTHAMPTON MIDDLE SCHOOL

Southampton Middle School was also accredited last year, and its triennial accreditation is from 2020-24. 

For the 2022-23 school year, the middle school had two School Quality Indicators at Level Three.

Below are the School Quality Indicator results for the middle school:

• Academic Achievement

-English: Level 1

-Mathematics: Level 1

-Science: Level 1

• Achievement Gaps

-English: Level 3

-Mathematics: Level 3

• Student Engagement & Outcomes

-Chronic absenteeism: Level 1

With regard to achievement gaps in math, the middle school was at Level One for Asian, Hispanic, multiple races and white student groups; Level Two for the economically disadvantaged; Level Three for Black students, and there were no students in the English learners group.

The middle school’s results with regard to achievement gaps in English were the same as those in math.

CAPRON ELEMENTARY SCHOOL

Capron Elementary School was also accredited last year, and its triennial accreditation is from 2023-25.

For the 2022-23 school year, CES had no School Quality Indicators at Level Three.

Below are the School Quality Indicator results for CES:

• Academic Achievement

-English: Level 1

-Mathematics: Level 1

-Science: Level 1

• Achievement Gaps

-English: Level 1

-Mathematics: Level 1

• Student Engagement & Outcomes

-Chronic absenteeism: Level 2

With regard to achievement gaps in math, CES was at Level One for every student group except Hispanic students, which was too small a group from which to derive a result; and Asian students, a group which had no representatives.

With regard to achievement gaps in English, CES was at Level One for every student group except Asian students, a group which had no representatives.

MEHERRIN ELEMENTARY SCHOOL

Meherrin Elementary School was also accredited last year, and its triennial accreditation is from 2019-23.

For the 2022-23 school year, MES had one School Quality Indicator at Level Three.

Below are the School Quality Indicator results for MES:

• Academic Achievement

-English: Level 1

-Mathematics: Level 1

-Science: Level 3

• Achievement Gaps

-English: Level 2

-Mathematics: Level 2

• Student Engagement & Outcomes

-Chronic absenteeism: Level 2

With regard to achievement gaps in math and English, MES was at Level One for every student group except students with disabilities, which was at Level Three, and English learners and Asian students, which were groups with no representatives.

NOTTOWAY ELEMENTARY SCHOOL

Nottoway Elementary School was also accredited last year, and its triennial accreditation is from 2019-23.

For the 2022-23 school year, NES had no School Quality Indicators at Level Three.

Below are the School Quality Indicator results for NES:

• Academic Achievement

-English: Level 1

-Mathematics: Level 1

-Science: Level 1

• Achievement Gaps

-English: Level 1

-Mathematics: Level 1

• Student Engagement & Outcomes

-Chronic absenteeism: Level 1

With regard to achievement gaps in math and English, NES was at Level One for every student group except English learners and Asian students, groups which had no representatives.

RIVERDALE ELEMENTARY SCHOOL

Riverdale Elementary School was also accredited last year, and its triennial accreditation is from 2019-23.

For the 2022-23 school year, RES had no School Quality Indicators at Level Three.

Below are the School Quality Indicator results for RES:

• Academic Achievement

-English: Level 1

-Mathematics: Level 1

-Science: Level 1

• Achievement Gaps

-English: Level 1

-Mathematics: Level 1

• Student Engagement & Outcomes

-Chronic absenteeism: Level 1

With regard to achievement gaps in math and English, RES was at Level One for every student group except English learners, a group which had no representative.