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Algonkian Elementary

General school information

Category: Elementary (PK-05) School
Phone: 571-434-3240
Address: 20196 Carter Court Sterling, VA 20165
Principal: Brian Blubaugh
Superintendent: Dr. Eric Williams
School Number: 150
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

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
Students with Disabilities Level One 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 57 88 13 29 58 87 13 21 63 84 16
Female 29 59 88 12 32 57 89 11 20 69 88 12
Male 32 54 87 13 26 59 85 15 23 57 80 20
Asian 30 45 75 25 47 40 87 13 31 56 88 13
Black 27 47 73 27 21 57 79 21 13 75 88 13
Hispanic 24 57 82 18 29 51 80 20 15 59 74 26
Native Hawaiian < < 100 0 < < < < < < < <
White 33 59 92 8 26 64 90 10 22 64 87 13
Two or more races 31 58 88 12 43 48 90 10 25 58 83 17
Students with Disabilities 21 41 62 38 13 50 63 38 15 48 63 37
Students without Disabilities 32 59 91 9 32 60 92 8 23 67 90 11
Economically Disadvantaged 18 56 74 26 16 44 59 41 7 57 64 36
Not Economically Disadvantaged 33 57 89 11 31 60 91 9 23 63 87 13
English Learners 29 43 71 29 11 39 50 50 8 46 54 46
Military Connected < < 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
All Students 26 57 84 16 16 62 78 22 9 68 78 22
Female 21 63 83 17 23 52 74 26 8 77 85 15
Male 33 51 85 15 11 71 82 18 11 63 73 27
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic 33 25 58 42 8 50 58 42 6 63 69 31
White 24 67 90 10 15 70 85 15 9 73 82 18
Two or more races 18 64 82 18 < < < < 10 50 60 40
Students with Disabilities 18 18 36 64 11 44 56 44 9 52 61 39
Students without Disabilities 28 63 91 9 18 69 86 14 10 74 83 17
Economically Disadvantaged 27 27 55 45 9 45 55 45 10 70 80 20
Not Economically Disadvantaged 26 62 88 12 17 66 83 17 9 68 78 22
English Learners 45 18 64 36 < < < < < < < <
Military Connected < < < <
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
All Students 27 62 89 11 31 58 89 11 14 69 83 17
Female 29 65 94 6 19 71 90 10 14 69 83 17
Male 24 59 84 16 44 44 87 13 14 69 83 17
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 17 74 91 9 < < < < - 77 77 23
Native Hawaiian < < 100 0 < < < <
White 28 61 89 11 29 63 92 8 17 68 85 15
Two or more races < < 100 0 36 55 91 9 < < 100 0
Students with Disabilities 23 38 62 38 18 45 64 36 13 50 63 38
Students without Disabilities 27 65 93 7 33 60 93 7 15 75 89 11
Economically Disadvantaged < < < < < < < < - 73 73 27
Not Economically Disadvantaged 28 61 90 10 33 62 95 5 17 68 85 15
English Learners 14 64 79 21 < < < < < < < <
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
All Students 39 51 90 10 37 55 92 8 41 51 92 8
Female 38 50 88 13 49 47 96 4 35 61 96 4
Male 40 52 92 8 24 63 87 13 48 40 88 13
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 29 57 86 14 38 54 92 8 50 30 80 20
White 45 50 95 5 34 58 92 8 42 51 92 8
Two or more races < < < < < < 100 0 36 64 100 0
Students with Disabilities 20 70 90 10 9 64 73 27 31 38 69 31
Students without Disabilities 41 49 90 10 40 54 94 6 42 53 96 4
Economically Disadvantaged 14 71 86 14 23 54 77 23 < < < <
Not Economically Disadvantaged 43 48 90 10 39 55 94 6 43 54 97 3
English Learners 30 40 70 30 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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
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
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
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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 60 90 10 34 51 85 15 27 66 92 8
Female 21 70 91 9 26 57 83 17 24 69 93 7
Male 38 51 89 11 42 46 88 12 29 63 92 8
Asian 25 65 90 10 40 40 80 20 44 56 100 0
Black - 87 87 13 21 64 86 14 - 88 88 12
Hispanic 24 60 84 16 23 53 77 23 23 59 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 32 60 92 8 36 51 87 13 28 66 95 5
Two or more races 46 42 88 12 48 48 95 5 29 63 92 8
Students with Disabilities 18 32 50 50 23 33 55 45 21 60 81 19
Students without Disabilities 31 64 96 4 36 55 91 9 28 68 96 5
Economically Disadvantaged 11 57 69 31 15 38 53 47 7 62 69 31
Not Economically Disadvantaged 32 61 93 7 37 54 91 9 29 66 96 4
English Learners 22 58 81 19 10 40 50 50 7 64 71 29
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
All Students 25 62 87 13 24 54 79 21 22 71 93 7
Female 17 73 90 10 16 58 74 26 23 72 95 5
Male 36 49 85 15 31 51 82 18 21 70 91 9
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 17 58 75 25 23 31 54 46 19 56 75 25
White 27 63 90 10 24 63 87 13 24 75 98 2
Two or more races 36 45 82 18 < < < < 20 60 80 20
Students with Disabilities 18 27 45 55 28 33 61 39 13 70 83 17
Students without Disabilities 26 67 93 7 23 62 85 15 25 71 96 4
Economically Disadvantaged - 45 45 55 8 17 25 75 9 64 73 27
Not Economically Disadvantaged 29 64 93 7 28 62 90 10 24 71 95 5
English Learners 18 55 73 27 < < < < < < < <
Military Connected < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 63 91 9 40 49 89 11 25 68 93 7
Female 16 76 92 8 26 60 86 14 22 75 97 3
Male 39 51 90 10 54 38 92 8 29 60 89 11
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 21 67 88 13 < < 100 0 15 69 85 15
Native Hawaiian < < 100 0 < < 100 0
White 30 63 93 7 45 39 84 16 28 68 96 4
Two or more races < < 100 0 36 64 100 0 < < 100 0
Students with Disabilities 23 38 62 38 18 36 55 45 19 56 75 25
Students without Disabilities 28 67 95 5 43 51 94 6 27 71 98 2
Economically Disadvantaged 20 50 70 30 < < < < - 64 64 36
Not Economically Disadvantaged 28 65 93 7 44 48 92 8 30 68 98 2
English Learners 27 60 87 13 < < < < < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 56 92 8 36 51 88 13 33 59 92 8
Female 31 60 92 8 32 54 86 14 26 63 89 11
Male 40 52 92 8 41 48 89 11 40 55 95 5
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 36 50 86 14 24 56 80 20 40 50 90 10
White 38 56 94 6 40 51 91 9 34 57 91 9
Two or more races < < < < < < 100 0 27 73 100 0
Students with Disabilities 10 30 40 60 18 27 45 55 38 46 85 15
Students without Disabilities 38 59 98 2 39 54 93 7 32 62 93 7
Economically Disadvantaged 14 71 86 14 29 43 71 29 < < < <
Not Economically Disadvantaged 39 54 93 7 38 52 90 10 34 59 94 6
English Learners 20 60 80 20 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 61 85 15 29 50 79 21 36 60 97 3
Female 18 61 80 20 24 56 80 20 28 67 96 4
Male 29 60 90 10 35 43 78 22 45 53 98 3
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic 21 50 71 29 24 40 64 36 30 70 100 0
White 27 64 91 9 28 57 85 15 40 55 94 6
Two or more races < < < < < < < < 36 64 100 0
Students with Disabilities 10 60 70 30 9 36 45 55 15 77 92 8
Students without Disabilities 25 61 86 14 32 52 84 16 40 58 97 3
Economically Disadvantaged - 73 73 27 21 29 50 50 < < < <
Not Economically Disadvantaged 28 59 87 13 30 54 84 16 38 61 99 1
English Learners 10 50 60 40 < < < < < < < <
Military Connected < < < < < < 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
All Students 24 61 85 15 29 50 79 21 36 60 97 3
Female 18 61 80 20 24 56 80 20 28 67 96 4
Male 29 60 90 10 35 43 78 22 45 53 98 3
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic 21 50 71 29 24 40 64 36 30 70 100 0
White 27 64 91 9 28 57 85 15 40 55 94 6
Two or more races < < < < < < < < 36 64 100 0
Students with Disabilities 10 60 70 30 9 36 45 55 15 77 92 8
Students without Disabilities 25 61 86 14 32 52 84 16 40 58 97 3
Economically Disadvantaged - 73 73 27 21 29 50 50 < < < <
Not Economically Disadvantaged 28 59 87 13 30 54 84 16 38 61 99 1
English Learners 10 50 60 40 < < < < < < < <
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
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
Earth Science 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.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 58 33 91 9 68 28 96 4 41 51 92 8
Female 52 40 92 8 64 31 95 5 39 53 92 8
Male 63 27 90 10 72 26 97 3 43 49 91 9
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 52 35 87 13 < < 100 0 15 77 92 8
Native Hawaiian < < 100 0 < < 100 0
White 57 37 94 6 69 24 94 6 47 43 89 11
Two or more races < < < < 64 36 100 0 < < 100 0
Students with Disabilities 15 46 62 38 36 45 82 18 31 56 88 13
Students without Disabilities 64 31 95 5 73 26 99 1 44 49 93 7
Economically Disadvantaged < < < < < < < < 9 82 91 9
Not Economically Disadvantaged 61 31 92 8 73 27 100 0 47 45 92 8
English Learners 50 43 93 7 < < < < < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 58 32 90 10 68 28 96 4 42 49 91 9
Female 53 38 91 9 65 30 95 5 39 53 92 8
Male 63 26 89 11 72 26 97 3 45 45 91 9
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 55 30 85 15 < < 100 0 15 77 92 8
Native Hawaiian < < 100 0 < < 100 0
White 57 38 94 6 69 25 94 6 49 40 89 11
Two or more races < < < < 64 36 100 0 < < 100 0
Students with Disabilities < < < < < < < < 36 50 86 14
Students without Disabilities 64 31 95 5 73 26 99 1 44 49 93 7
Economically Disadvantaged < < < < < < < < 9 82 91 9
Not Economically Disadvantaged 61 31 92 8 73 27 100 0 48 43 91 9
English Learners 54 38 92 8 < < < < < < < <
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 I 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
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ 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
School231
Division323211271
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 2016-20172017-20182018-2019
Pre-kindergarten000
Kindergarten766568
Grade 1808066
Grade 2778584
Grade 3877089
Grade 4988270
Grade 5959985
Total Students513481462

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

Fall Membership by Subgroups

2018 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 2016-20172017-20182018-2019
All Students513481462
Female249232217
Male264249245
American Indian111
Asian363230
Black272322
Hispanic918467
Native Hawaiian232
White318303308
Two or more races383532
Students with Disabilities697180
Students without Disabilities444410382
Economically Disadvantaged716754
Not Economically Disadvantaged442414408
English Learners696252
Not English Learners444419410
Homeless354
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division9,074.003,722.00309.00
State5,761.004,621.00875.00
2013-2014Division8,616.003,699.00296.00
State5,807.004,651.00784.00
2014-2015Division8,817.003,805.00292.00
State5,933.004,819.00771.00
2015-2016Division9,437.003,832.00280.00
State6,084.004,849.00812.00
2016-2017Division9,914.004,101.00302.00
State6,248.005,052.00871.00

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 Students482324542244825
Female230212181220812
Male252112361024013
American Indian<<<<<<
Asian332256248
Black270221230
Hispanic874793665
Native Hawaiian<<<<<<
White292252891130012
Two or more races401351320
Students with Disabilities705735887
Economically Disadvantaged678587489
English Learners637603467
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

2017-2018 Offenses
  Number of Offenses
Other Offenses Against Persons <

< = 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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian76.7
Black5.333.34.8
Hispanic17.711.117.550
Native Hawaiian0.40.650
White6233.363
Two or more races7.422.27.3
< = 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
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian76.7
Black5.34.8
Hispanic17.717.5
Native Hawaiian0.40.6
White6263
Two or more races7.47.3
< = 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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian76.7
Black5.34.8
Hispanic17.717.5
Native Hawaiian0.40.6
White6263
Two or more races7.47.3
< = 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 1312.311.2
< = 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 22.427.331.6
< = 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 72.374.885.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - - 2.2% - 2.2%
Division
All Schools 0.6% 1.3% 9.4% 5.4% 7.1% 3.3%
High Poverty 0.8% - 9.3% - 6.1% -
Low Poverty - 1.2% - 5.6% - 3.2%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = 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 at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, 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

  2016-20172017-2018
Provisional Special Education2%0%

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

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201730%70%0%0%
2017-201827%73%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2018 ESSA Status: Not Identified for Support and Improvement
2018 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSTS-No-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
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 Students87%86%73%75%
Asian87%81%87%75%
Black79%71%60%75%
Hispanic80%78%63%75%
White90%89%81%75%
Economically Disadvantaged59%64%62%75%
English Learners72%70%53%75%
Students with Disabilities63%60%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students86%86%74%70%
Asian80%84%89%70%
Black86%76%60%70%
Hispanic80%81%64%70%
White87%88%81%70%
Economically Disadvantaged56%63%63%70%
English Learners75%74%57%70%
Students with Disabilities55%54%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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. Note: 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 on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students80%
Asian<
Black<
Hispanic67%
White85%
Economically Disadvantaged54%
English Learners61%
Students with Disabilities45%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students88%89%
Asian87%80%
Black79%93%
Hispanic84%82%
White90%90%
Economically Disadvantaged66%63%
English Learners75%81%
Students with Disabilities63%65%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students5%6%9%10%
Asian19%11%5%10%
Black4%3%9%10%
Hispanic4%5%9%10%
White4%6%9%10%
Economically Disadvantaged11%9%13%10%
English Learners5%8%8%10%
Students with Disabilities6%8%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Progress79%46%58%
English Learner Proficiency20%--

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Progress232979%
English Learner Proficiency84020%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 10%
Division 15%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School 96%
Division 89%
State 81%
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