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

B.C. Charles Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-886-7750
Address: 701 Menchville Road Newport News, VA 23602
Principal: Ms. Jennifer Harnish
Superintendent: Dr. George Parker III
School Number: 1250
Region: 2
Division: Newport News City Public Schools
Division Number: 117
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

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level Two Level Two
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two Level Three
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 25 51 76 24 22 56 78 22 19 48 67 33
Female 27 52 79 21 25 55 80 20 20 48 68 32
Male 23 50 74 26 19 56 75 25 18 49 67 33
American Indian < < 100 0 < < 100 0 < < < <
Asian 58 33 92 8 43 36 79 21 < < 100 0
Black 14 44 58 42 11 48 59 41 9 41 50 50
Hispanic 14 69 83 17 8 79 88 13 14 62 76 24
White 38 54 93 7 33 61 94 6 32 52 84 16
Two or more races 28 61 89 11 28 60 88 12 22 52 74 26
Students with Disabilities 15 19 34 66 25 27 52 48 29 18 47 53
Students without Disabilities 27 58 85 15 21 62 83 17 17 54 71 29
Economically Disadvantaged 16 49 65 35 13 55 68 32 10 42 52 48
Not Economically Disadvantaged 35 54 89 11 30 56 86 14 27 53 80 20
English Learners 13 56 69 31 20 20 40 60 < < < <
Homeless < < < < < < < < < < < <
Military Connected 22 73 95 5 29 51 80 20
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 24 56 80 20 19 55 74 26 20 35 54 46
Female 27 56 82 18 22 53 76 24 19 32 51 49
Male 21 56 77 23 16 57 73 27 20 37 57 43
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 14 48 62 38 9 46 54 46 9 30 38 62
Hispanic 15 62 77 23 < < < < < < < <
White 34 59 94 6 29 69 97 3 32 41 73 27
Two or more races < < < < 18 73 91 9 < < < <
Students with Disabilities 19 31 50 50 24 18 41 59 31 25 56 44
Students without Disabilities 25 62 87 13 18 63 81 19 18 36 54 46
Economically Disadvantaged 24 49 73 27 13 50 63 38 10 27 38 63
Not Economically Disadvantaged 23 66 89 11 27 62 89 11 28 42 70 30
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < <
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 30 48 78 23 20 55 75 25 15 55 70 30
Female 33 46 79 21 28 46 74 26 13 65 77 23
Male 27 49 76 24 10 66 76 24 17 46 63 37
Asian < < < < < < 100 0 < < 100 0
Black 19 41 59 41 13 35 48 52 6 46 52 48
Hispanic 10 80 90 10 < < < < < < < <
White 44 49 93 7 28 64 92 8 24 61 85 15
Two or more races < < 100 0 < < < < 18 64 82 18
Students with Disabilities 15 15 30 70 28 28 56 44 20 5 25 75
Students without Disabilities 33 54 87 13 17 62 80 20 13 67 80 20
Economically Disadvantaged 19 47 66 34 17 50 67 33 10 44 54 46
Not Economically Disadvantaged 41 48 89 11 22 60 82 18 19 65 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected 17 78 94 6 9 64 73 27
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 21 52 73 27 26 57 83 17 23 56 79 21
Female 21 57 77 23 24 65 89 11 28 46 74 26
Male 21 47 68 32 28 49 77 23 17 69 86 14
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black 10 44 54 46 12 57 69 31 13 50 63 37
Hispanic 15 69 85 15 - 90 90 10 < < < <
White 35 57 92 8 40 52 93 7 41 56 97 3
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 12 12 24 76 24 35 59 41 38 31 69 31
Students without Disabilities 23 59 82 18 27 60 87 13 21 60 81 19
Economically Disadvantaged 7 51 58 42 10 66 76 24 8 61 69 31
Not Economically Disadvantaged 37 53 90 10 38 49 88 12 34 52 86 14
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected 21 71 93 7 47 47 93 7
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 23 51 74 26 27 52 80 20 16 54 70 30
Female 23 54 76 24 26 54 80 20 14 54 69 31
Male 23 48 72 28 28 51 79 21 18 53 71 29
American Indian < < 100 0 < < 100 0 < < < <
Asian 42 58 100 0 43 36 79 21 < < < <
Black 13 45 57 43 13 52 64 36 7 46 53 47
Hispanic 6 69 75 25 17 75 92 8 10 67 76 24
White 36 51 88 12 42 50 93 7 27 62 89 11
Two or more races 39 50 89 11 32 52 84 16 22 57 78 22
Students with Disabilities 8 26 34 66 29 25 54 46 14 35 49 51
Students without Disabilities 26 56 82 18 27 58 85 15 17 58 74 26
Economically Disadvantaged 14 47 61 39 16 56 72 28 8 51 59 41
Not Economically Disadvantaged 33 55 88 12 38 49 87 13 23 56 79 21
English Learners 29 41 71 29 10 50 60 40 < < < <
Homeless < < < < < < < < < < < <
Military Connected 24 71 95 5 6 71 77 23
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 19 58 76 24 21 51 72 28 20 43 62 38
Female 20 58 78 22 18 60 78 22 15 45 60 40
Male 18 58 75 25 23 45 68 32 24 41 65 35
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 14 48 62 38 4 52 57 43 9 36 45 55
Hispanic 8 46 54 46 < < < < < < < <
White 24 70 94 6 37 54 91 9 38 46 84 16
Two or more races < < < < 36 45 82 18 < < < <
Students with Disabilities 6 50 56 44 24 12 35 65 25 31 56 44
Students without Disabilities 22 59 81 19 20 60 80 20 19 45 64 36
Economically Disadvantaged 14 52 66 34 14 45 59 41 6 44 50 50
Not Economically Disadvantaged 26 66 91 9 29 60 89 11 32 42 74 26
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < 100 0
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 25 51 76 24 28 55 83 17 16 57 73 27
Female 20 57 77 23 33 48 80 20 13 63 75 25
Male 30 46 75 25 22 63 85 15 19 52 70 30
Asian < < 100 0 < < 100 0 < < < <
Black 13 44 58 42 19 45 65 35 6 50 56 44
Hispanic - 90 90 10 < < < < < < < <
White 38 50 88 12 36 61 97 3 24 64 88 12
Two or more races < < 100 0 < < < < 18 73 91 9
Students with Disabilities 10 10 20 80 39 28 67 33 10 25 35 65
Students without Disabilities 28 60 88 12 25 62 87 13 17 65 82 18
Economically Disadvantaged 15 49 64 36 19 57 76 24 10 54 65 35
Not Economically Disadvantaged 34 53 88 12 36 53 89 11 20 59 80 20
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Military Connected 22 78 100 0 9 45 55 45
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 24 46 70 30 32 51 83 17 13 63 76 24
Female 28 46 74 26 26 55 81 19 16 56 72 28
Male 21 45 66 34 37 48 85 15 8 72 81 19
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black 11 43 55 45 17 54 71 29 5 53 58 42
Hispanic 8 77 85 15 20 80 100 0 < < < <
White 45 37 82 18 51 39 90 10 19 78 97 3
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 6 24 29 71 24 35 59 41 8 54 62 38
Students without Disabilities 27 49 77 23 33 54 88 13 14 64 78 22
Economically Disadvantaged 14 41 54 46 14 68 82 18 8 56 64 36
Not Economically Disadvantaged 36 51 87 13 46 38 84 16 16 68 84 16
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected 14 79 93 7 - 93 93 7
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 15 50 64 36 31 57 88 12 33 51 84 16
Female 15 49 64 36 22 65 87 13 32 46 78 22
Male 14 50 64 36 39 49 89 11 33 58 92 8
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 33 39 61 16 59 76 24 21 53 74 26
Hispanic - 77 77 23 30 70 100 0 < < < <
White 30 57 86 14 43 52 95 5 50 47 97 3
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 6 24 29 71 24 35 59 41 31 38 69 31
Students without Disabilities 16 54 71 29 33 60 93 7 33 53 86 14
Economically Disadvantaged 5 38 43 57 22 62 84 16 22 56 78 22
Not Economically Disadvantaged 25 63 88 12 38 52 91 9 40 48 88 12
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < 100 0
Military Connected 36 64 100 0 33 60 93 7
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 15 50 64 36 31 57 88 12 33 51 84 16
Female 15 49 64 36 22 65 87 13 32 46 78 22
Male 14 50 64 36 39 49 89 11 33 58 92 8
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 33 39 61 16 59 76 24 21 53 74 26
Hispanic - 77 77 23 30 70 100 0 < < < <
White 30 57 86 14 43 52 95 5 50 47 97 3
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 6 24 29 71 24 35 59 41 31 38 69 31
Students without Disabilities 16 54 71 29 33 60 93 7 33 53 86 14
Economically Disadvantaged 5 38 43 57 22 62 84 16 22 56 78 22
Not Economically Disadvantaged 25 63 88 12 38 52 91 9 40 48 88 12
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < 100 0
Military Connected 36 64 100 0 33 60 93 7
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 43 42 84 16 45 40 85 15 37 42 78 22
Female 37 47 84 16 48 37 85 15 27 56 83 17
Male 48 37 84 16 41 44 85 15 45 28 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black 26 46 72 28 19 52 71 29 13 53 66 34
Hispanic 20 80 100 0 < < < < < < < <
White 56 35 91 9 64 33 97 3 61 27 88 12
Two or more races < < 100 0 < < < < 45 45 91 9
Students with Disabilities - 45 45 55 44 22 67 33 11 32 42 58
Students without Disabilities 51 41 92 8 45 45 90 10 43 44 87 13
Economically Disadvantaged 29 44 73 27 33 45 79 21 23 44 67 33
Not Economically Disadvantaged 56 39 95 5 56 36 91 9 49 40 89 11
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Military Connected 50 50 100 0 45 18 64 36
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 44 40 84 16 42 42 84 16 36 41 77 23
Female 38 45 84 16 47 37 84 16 27 56 83 17
Male 48 35 84 16 37 47 84 16 45 27 71 29
Asian < < 100 0 < < 100 0 < < 100 0
Black 27 44 71 29 11 56 67 33 11 53 64 36
Hispanic 20 80 100 0 < < < < < < < <
White 57 33 90 10 63 34 97 3 61 26 87 13
Two or more races < < 100 0 < < < < 45 45 91 9
Students with Disabilities - 35 35 65 25 25 50 50 - 27 27 73
Students without Disabilities 51 41 92 8 45 45 90 10 43 44 87 13
Economically Disadvantaged 29 43 72 28 29 47 76 24 20 44 64 36
Not Economically Disadvantaged 58 37 95 5 53 37 91 9 50 38 88 12
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Military Connected 47 53 100 0 45 18 64 36
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
School--1
Division894240
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
Kindergarten475846
Grade 1715367
Grade 2667560
Grade 38510691
Grade 412491107
Grade 510912191
Total Students502504462

< = 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 Students502504462
Female238228215
Male264276247
American Indian115
Asian182621
Black197180172
Hispanic474340
White201203172
Two or more races385051
Students with Disabilities788677
Students without Disabilities424418385
Economically Disadvantaged247240166
Not Economically Disadvantaged255264296
English Learners192321
Not English Learners483481441
Homeless44-
Military Connected596762
Foster Care467
< = 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
2015-2016Division3,823.006,036.001,332.00
State6,084.004,849.00812.00
2016-2017Division3,823.006,361.001,417.00
State6,248.005,052.00871.00
2017-2018Division3,954.006,655.001,337.00
State6,462.005,219.00867.00

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 Students448614356339366
Female211252032718634
Male237362323620732
American Indian<<<<<<
Asian171260210
Black160371393713634
Hispanic465404365
Native Hawaiian--<<<<
White188151831815319
Two or more races363444436
Students with Disabilities632167266922
Economically Disadvantaged208461924614649
English Learners202231201
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 63
Other Offenses Against Persons 30
Weapons Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.21.19.8
Asian3.65.22.44.5
Black39.285.235.763.437.265.9
Hispanic9.48.52.48.74.9
Native Hawaiian--0.20.2
White4011.540.312.237.29.8
Two or more races7.63.39.919.5119.8
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.21.1
Asian3.65.24.5
Black39.210035.737.2
Hispanic9.48.58.7
Native Hawaiian0.20.2
White4040.337.2
Two or more races7.69.911
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.21.1
Asian3.65.24.5
Black39.235.737.2
Hispanic9.48.58.7
Native Hawaiian--0.20.2
White4040.337.2
Two or more races7.69.911
< = 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 47.248.584
< = 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 66.464.658.6
< = 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 81.577.563.9
< = 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

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
  All Teachers Special Education Teachers
This School0%0%
Division8.7%1%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201738%59%0%3%
2017-201834%61%0%5%
2018-201941%56%0%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

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesTS-Yes-
BlackNoNo-No-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-No-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-No-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students69%74%73%75%
Asian<88%87%75%
Black53%56%60%75%
Hispanic76%83%63%75%
White84%90%81%75%
Economically Disadvantaged54%63%62%75%
English Learners80%63%53%75%
Students with Disabilities49%45%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%75%74%70%
Asian<88%89%70%
Black56%59%60%70%
Hispanic76%80%64%70%
White89%90%81%70%
Economically Disadvantaged61%64%63%70%
English Learners70%68%57%70%
Students with Disabilities51%46%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. 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 Students84%
Asian<
Black74%
Hispanic<
White97%
Economically Disadvantaged78%
English Learners<
Students with Disabilities69%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students73%74%
Asian<<
Black61%60%
Hispanic81%76%
White84%89%
Economically Disadvantaged61%64%
English Learners90%80%
Students with Disabilities60%51%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students14%13%9%10%
Asian-2%5%10%
Black20%20%9%10%
Hispanic12%10%9%10%
White11%9%9%10%
Economically Disadvantaged25%21%13%10%
English Learners5%6%8%10%
Students with Disabilities24%26%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress38%46%58%
English Learner Proficiency7%--

< = 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 Progress51338%
English Learner Proficiency1147%

ESSA Participation Rates

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

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

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 57%
Division 62%
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 83%
Division 85%
State 81%
B.C. Charles Elementary to top