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Beech Tree Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-531-2600
Address: 3401 Beechtree Ln Falls Church, VA 22042
Principal: Ms. Karim Daugherty
Superintendent: Dr. Scott S. Brabrand
School Number: 1730
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
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 28 48 77 23 22 45 67 33 23 40 63 37
Female 21 53 74 26 24 46 70 30 28 40 68 32
Male 35 44 79 21 20 43 63 37 19 40 59 41
American Indian < < 100 0 < < 100 0
Asian 38 50 88 13 25 56 81 19 20 57 77 23
Black 27 45 73 27 33 33 67 33 23 38 62 38
Hispanic 18 50 68 32 7 46 53 47 10 37 48 52
Native Hawaiian < < < < < < < <
White 38 50 88 12 57 33 90 10 56 31 88 13
Two or more races < < < < < < 100 0 42 42 83 17
Students with Disabilities 44 41 85 15 17 43 60 40 15 33 48 53
Students without Disabilities 24 50 74 26 23 45 68 32 26 42 68 32
Economically Disadvantaged 24 47 70 30 12 47 58 42 11 38 48 52
Not Economically Disadvantaged 36 52 88 12 46 40 86 14 46 44 90 10
English Learners 22 49 71 29 3 36 39 61 8 33 41 59
Military Connected < < < < < < < <
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 37 35 72 28 17 42 58 42 25 35 61 39
Female 26 41 67 33 18 50 68 32 35 27 62 38
Male 48 30 78 22 16 34 50 50 16 44 60 40
Asian 30 60 90 10 15 69 85 15 < < < <
Black < < 100 0 < < < < < < < <
Hispanic 31 31 63 38 3 33 37 63 14 32 45 55
White < < < < 60 30 90 10 54 31 85 15
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 73 27 100 0 < < < < < < < <
Students without Disabilities 28 37 65 35 19 45 64 36 26 36 62 38
Economically Disadvantaged 32 38 70 30 7 39 46 54 10 35 45 55
Not Economically Disadvantaged 47 29 76 24 37 47 84 16 50 35 85 15
English Learners 30 38 68 33 3 31 34 66 15 27 42 58
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 24 59 83 17 22 40 62 38 21 51 71 29
Female 23 65 88 12 16 42 58 42 29 54 82 18
Male 25 54 79 21 30 37 67 33 14 49 63 37
Asian 40 40 80 20 27 45 73 27 27 64 91 9
Black < < < < < < 100 0 < < < <
Hispanic 9 70 78 22 8 47 56 44 4 46 50 50
White 40 60 100 0 < < < < 45 55 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities 33 58 92 8 12 47 59 41 10 40 50 50
Students without Disabilities 21 60 81 19 27 37 63 37 23 53 75 25
Economically Disadvantaged 18 59 76 24 10 45 55 45 8 49 56 44
Not Economically Disadvantaged 35 60 95 5 50 28 78 22 42 54 96 4
English Learners 13 65 77 23 3 46 49 51 3 45 48 52
Military Connected < < < < < < < <
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 24 51 75 25 28 54 82 18 25 33 57 43
Female 10 55 65 35 40 48 88 12 23 39 61 39
Male 32 48 81 19 16 60 76 24 27 27 53 47
American Indian < < 100 0
Asian 42 50 92 8 < < < < 18 55 73 27
Black < < < < < < < < < < < <
Hispanic 9 57 65 35 9 61 70 30 14 33 47 53
Native Hawaiian < < < <
White 33 50 83 17 50 50 100 0 < < < <
Two or more races < < < < < < 100 0
Students with Disabilities 27 36 64 36 36 55 91 9 14 29 43 57
Students without Disabilities 23 55 78 23 26 54 79 21 30 35 65 35
Economically Disadvantaged 20 43 63 37 19 57 76 24 14 29 43 57
Not Economically Disadvantaged 29 62 90 10 54 46 100 0 47 42 89 11
English Learners 22 47 69 31 < < < < 7 24 31 69
Military Connected < < < <
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 25 55 80 20 30 50 80 20 32 54 86 14
Female 19 60 79 21 30 50 80 20 32 55 87 13
Male 29 52 80 20 31 50 81 19 33 53 85 15
American Indian < < < < < < 100 0
Asian 33 58 91 9 53 34 88 13 43 43 87 13
Black 36 45 82 18 25 42 67 33 15 38 54 46
Hispanic 10 57 68 32 17 57 74 26 16 69 86 14
Native Hawaiian < < < < < < < <
White 41 56 97 3 47 50 97 3 65 32 97 3
Two or more races < < 100 0 < < 100 0 50 50 100 0
Students with Disabilities 27 45 73 27 17 43 60 40 15 51 67 33
Students without Disabilities 24 58 82 18 34 52 86 14 37 54 92 8
Economically Disadvantaged 16 58 74 26 23 53 76 24 20 61 81 19
Not Economically Disadvantaged 40 50 90 10 48 42 90 10 54 41 95 5
English Learners 17 56 73 27 12 53 65 35 12 69 81 19
Military Connected < < < < < < < <
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 17 48 65 35 22 50 72 28 39 43 82 18
Female 19 42 62 38 18 54 71 29 46 35 81 19
Male 14 54 68 32 25 47 72 28 32 52 84 16
Asian 18 73 91 9 38 46 85 15 < < < <
Black < < 100 0 < < < < < < < <
Hispanic 3 45 48 52 13 50 63 37 27 45 73 27
White < < < < 40 50 90 10 77 15 92 8
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 10 40 50 50 < < < < < < < <
Students without Disabilities 18 50 68 32 25 53 77 23 43 40 83 17
Economically Disadvantaged 3 54 57 43 12 54 66 34 26 48 74 26
Not Economically Disadvantaged 47 35 82 18 42 42 84 16 60 35 95 5
English Learners 8 48 55 45 11 49 60 40 23 50 73 27
Military Connected < < 100 0 < < 100 0
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 33 54 87 13 36 41 78 22 32 62 94 6
Female 27 65 92 8 39 35 74 26 29 64 93 7
Male 39 43 82 18 33 48 81 19 34 60 94 6
Asian 50 50 100 0 73 9 82 18 55 45 100 0
Black < < < < < < 100 0 < < < <
Hispanic 13 65 78 22 19 53 72 28 11 86 96 4
White 47 53 100 0 < < 100 0 64 36 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities 42 42 83 17 18 35 53 47 10 60 70 30
Students without Disabilities 31 57 88 12 44 44 88 12 36 62 98 2
Economically Disadvantaged 32 53 85 15 23 50 73 28 15 74 90 10
Not Economically Disadvantaged 35 55 90 10 67 22 89 11 58 42 100 0
English Learners 23 61 84 16 14 54 69 31 10 87 97 3
Military Connected < < < < < < 100 0
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 17 67 83 17 31 60 91 9 10 64 74 26
Female 13 69 81 19 27 67 93 7 5 76 81 19
Male 20 65 85 15 35 55 90 10 14 52 67 33
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black < < 100 0 < < < < < < < <
Hispanic 14 67 81 19 18 71 88 12 10 73 83 17
Native Hawaiian < < < <
White < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 30 50 80 20 < < < < 15 45 60 40
Students without Disabilities 12 73 85 15 31 62 92 8 5 82 86 14
Economically Disadvantaged 9 70 78 22 32 57 89 11 12 62 74 26
Not Economically Disadvantaged 31 62 92 8 < < 100 0 < < < <
English Learners 16 64 80 20 < < < < 4 68 71 29
Military Connected < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 60 100 0 40 60 100 0 71 29 100 0
Female < < 100 0 40 60 100 0 < < 100 0
Male 55 45 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Two or more races < < 100 0
Students without Disabilities 43 57 100 0 46 54 100 0 71 29 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 73 27 100 0
Military Connected < < 100 0
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 22 57 78 22 30 60 90 10 20 48 68 32
Female 25 40 65 35 32 60 92 8 16 55 71 29
Male 19 68 87 13 28 60 88 12 24 41 66 34
American Indian < < 100 0
Asian 33 42 75 25 < < 100 0 36 45 82 18
Black < < 100 0 < < 100 0 < < < <
Hispanic 4 61 65 35 9 70 78 22 9 51 60 40
Native Hawaiian < < < <
White 50 50 100 0 50 50 100 0 < < < <
Two or more races < < 100 0 < < 100 0
Students with Disabilities 27 36 64 36 27 73 100 0 - 50 50 50
Students without Disabilities 20 63 83 18 31 56 87 13 30 48 78 23
Economically Disadvantaged 7 60 67 33 30 57 86 14 7 51 59 41
Not Economically Disadvantaged 43 52 95 5 31 69 100 0 47 42 89 11
English Learners 13 56 69 31 < < < < - 50 50 50
Military Connected < < < <
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 22 57 78 22 30 60 90 10 20 48 68 32
Female 25 40 65 35 32 60 92 8 16 55 71 29
Male 19 68 87 13 28 60 88 12 24 41 66 34
American Indian < < 100 0
Asian 33 42 75 25 < < 100 0 36 45 82 18
Black < < 100 0 < < 100 0 < < < <
Hispanic 4 61 65 35 9 70 78 22 9 51 60 40
Native Hawaiian < < < <
White 50 50 100 0 50 50 100 0 < < < <
Two or more races < < 100 0 < < 100 0
Students with Disabilities 27 36 64 36 27 73 100 0 - 50 50 50
Students without Disabilities 20 63 83 18 31 56 87 13 30 48 78 23
Economically Disadvantaged 7 60 67 33 30 57 86 14 7 51 59 41
Not Economically Disadvantaged 43 52 95 5 31 69 100 0 47 42 89 11
English Learners 13 56 69 31 < < < < - 50 50 50
Military Connected < < < <
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 50 50 100 0 70 22 91 9 55 39 94 6
Female 43 57 100 0 62 23 85 15 56 38 94 6
Male 59 41 100 0 80 20 100 0 53 41 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 38 62 100 0 < < < < < < 100 0
White 54 46 100 0 < < 100 0 80 20 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities 20 80 100 0 < < < < < < < <
Students without Disabilities 60 40 100 0 68 26 95 5 64 36 100 0
Economically Disadvantaged 48 52 100 0 < < < < 25 58 83 17
Not Economically Disadvantaged 53 47 100 0 80 13 93 7 71 29 100 0
English Learners 53 47 100 0 < < 100 0
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 54 46 100 0 68 23 91 9 56 38 94 6
Female 45 55 100 0 62 23 85 15 56 38 94 6
Male 67 33 100 0 < < 100 0 56 38 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic 38 62 100 0 < < < < < < 100 0
White 58 42 100 0 < < 100 0 80 20 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 60 40 100 0 68 26 95 5 64 36 100 0
Economically Disadvantaged 50 50 100 0 < < < < 27 55 82 18
Not Economically Disadvantaged 59 41 100 0 79 14 93 7 71 29 100 0
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
Civics & Econ 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
< = 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
School513
Division1,2568501,072
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-kindergarten303329
Kindergarten656475
Grade 1625754
Grade 2675851
Grade 3556052
Grade 4555560
Grade 5505262
Total Students384379383

< = 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 Students384379383
Female179172174
Male205207209
American Indian133
Asian696565
Black292724
Hispanic186202192
White876777
Two or more races121521
Students with Disabilities536169
Students without Disabilities331318314
Economically Disadvantaged166237239
Not Economically Disadvantaged218142144
English Learners222225217
Not English Learners162154166
Military Connected7411
Foster Care12-
< = 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
2012-2013Division10,360.003,137.00611.00
State5,761.004,621.00875.00
2013-2014Division10,388.003,139.00606.00
State5,807.004,651.00784.00
2014-2015Division10,413.003,227.00579.00
State5,933.004,819.00771.00
2015-2016Division10,526.003,267.00606.00
State6,084.004,849.00812.00
2016-2017Division10,883.003,364.00649.00
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 Students335233351333024
Female1548151715012
Male18115184618012
American Indian<<<<<<
Asian654545573
Black260260214
Hispanic15514171615813
Native Hawaiian--<<<<
White783651713
Two or more races102151191
Students with Disabilities547644598
Economically Disadvantaged21115223719821
English Learners21315215919617
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
Disorderly or Disruptive Behavior 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 Indian0.30.8
Asian1812.517.2
Black7.612.57.19.1
Hispanic48.42553.363.6
Native Hawaiian----
White22.75017.727.3
Two or more races3.14
< = 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 Indian0.30.8
Asian1817.2
Black7.67.1
Hispanic48.453.3
Native Hawaiian
White22.717.7
Two or more races3.14
< = 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 Indian0.30.8
Asian1817.2
Black7.67.1
Hispanic48.453.3
Native Hawaiian----
White22.717.7
Two or more races3.14
< = 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 55.46259.8
< = 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 60.95561.7
< = 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 77.978.475.8
< = 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 - - 5.3% - 5.3% -
Division
All Schools 1.9% 3.2% 7.4% 8% 4.8% 4.3%
High Poverty 1.5% 8.6% 7.1% 10.3% 4.9% 5.2%
Low Poverty - 2.3% - 7.7% - 4.5%
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 Education0%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
2016-201728%70%3%-1%
2017-201830%68%3%-1%
< = 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 StudentsNoYes-Yes-
AsianNoNo-No-
BlackYesYes-Yes-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
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 Students67%72%73%75%
Asian81%82%87%75%
Black67%74%60%75%
Hispanic53%62%63%75%
White90%87%81%75%
Economically Disadvantaged59%66%62%75%
English Learners58%65%53%75%
Students with Disabilities60%65%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 Students80%77%74%70%
Asian88%84%89%70%
Black67%74%60%70%
Hispanic74%69%64%70%
White97%90%81%70%
Economically Disadvantaged76%73%63%70%
English Learners76%72%57%70%
Students with Disabilities60%60%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 Students90%
Asian<
Black<
Hispanic78%
White100%
Economically Disadvantaged86%
English Learners83%
Students with Disabilities100%

< = 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 Students71%85%
Asian84%88%
Black67%75%
Hispanic58%81%
White97%97%
Economically Disadvantaged63%82%
English Learners62%81%
Students with Disabilities63%71%

< = 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 Students4%6%9%10%
Asian8%6%5%10%
Black-4%9%10%
Hispanic3%6%9%10%
White2%4%9%10%
Economically Disadvantaged3%5%13%10%
English Learners4%6%8%10%
Students with Disabilities6%10%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 Progress66%46%58%
English Learner Proficiency13%--

< = 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 Progress8613166%
English Learner Proficiency2217313%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%98%
Asian100%100%<
Black100%100%<
Hispanic99%99%96%
White100%100%100%
Economically Disadvantaged99%99%100%
Not Economically Disadvantaged98%98%93%
English Learners100%100%100%
Students with Disabilities95%95%92%
Students without Disabilities100%100%100%
Female100%100%100%
Male98%98%96%
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 29%
Division 21%
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 %
Division 64%
State 81%
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