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Buffalo Trail Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-722-2780
Address: 42190 Seven Hills Drive Aldie, VA 20105
Principal: Alisa Rogaliner
Superintendent: Dr. Eric Williams
Region: 4
Division: Loudoun County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
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 One Level One
Economically Disadvantaged Level One 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

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 88 60 12 25 84 59 16 26 85 59 15
Female 31 91 60 9 27 87 60 13 27 86 59 14
Male 24 84 60 16 23 81 58 19 25 83 59 17
American Indian < 100 < 0 < < < < < 100 < 0
Asian 38 92 54 8 31 88 57 12 28 89 60 11
Black 17 90 72 10 20 86 66 14 25 80 55 20
Hispanic 17 73 56 27 19 70 51 30 15 78 63 22
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 23 85 62 15 22 84 62 16 25 84 59 16
Two or more races 30 93 63 7 30 80 50 20 32 79 47 21
Students with Disabilities 24 63 39 37 29 65 37 35 24 53 29 47
Students without Disabilities 28 90 62 10 25 86 61 14 26 88 61 12
Economically Disadvantaged 8 67 58 33 27 60 33 40 19 63 44 37
Not Economically Disadvantaged 29 89 60 11 25 86 60 14 26 86 59 14
English Learners 16 71 55 29 22 70 48 30 15 69 54 31
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 88 65 12 18 78 60 22 23 85 62 15
Female 26 88 62 12 20 82 62 18 27 88 62 12
Male 20 87 67 13 16 73 57 27 20 82 62 18
American Indian < 100 < 0 < < < < < 100 < 0
Asian 30 95 64 5 24 84 60 16 18 91 73 9
Black 17 92 75 8 25 75 50 25 22 69 47 31
Hispanic 21 57 36 43 17 58 42 42 13 87 73 13
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 17 86 69 14 12 79 66 21 30 86 56 14
Two or more races < 100 < 0 20 50 30 50 33 83 50 17
Students with Disabilities 31 69 38 31 24 65 41 35 19 48 29 52
Students without Disabilities 23 89 67 11 17 79 61 21 24 89 65 11
Economically Disadvantaged 9 55 45 45 < < < < < < < <
Not Economically Disadvantaged 24 90 66 10 18 79 61 21 23 86 63 14
English Learners 21 75 54 25 18 64 46 36 12 73 62 27
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 86 60 14 24 88 63 12 23 80 57 20
Female 30 89 59 11 23 86 64 14 29 83 54 17
Male 20 82 62 18 26 89 63 11 17 76 59 24
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 41 86 45 14 22 90 67 10 31 81 50 19
Black 10 90 80 10 18 88 71 12 31 81 50 19
Hispanic 9 82 73 18 25 67 42 33 18 73 55 27
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 85 63 15 22 88 66 12 16 80 64 20
Two or more races 18 91 73 9 < 100 < 0 17 67 50 33
Students with Disabilities 33 58 25 42 39 72 33 28 28 67 39 33
Students without Disabilities 25 89 64 11 23 89 67 11 22 81 59 19
Economically Disadvantaged < < < < 23 69 46 31 < < < <
Not Economically Disadvantaged 26 87 61 13 24 89 65 11 23 80 57 20
English Learners 18 64 45 36 13 67 53 33 16 61 45 39
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 35 89 54 11 34 88 53 12 32 89 57 11
Female 37 95 57 5 39 94 55 6 27 87 61 13
Male 32 83 51 17 29 81 52 19 37 91 54 9
American Indian < 100 < 0 < < < < < 100 < 0
Asian 44 96 51 4 48 90 41 10 37 93 56 7
Black < < < < 20 93 73 7 24 95 71 5
Hispanic 19 81 63 19 15 85 69 15 13 73 60 27
White 32 86 54 14 35 86 51 14 30 86 56 14
Two or more races 42 92 50 8 8 92 85 8 50 90 40 10
Students with Disabilities 14 62 48 38 24 59 35 41 25 44 19 56
Students without Disabilities 38 93 55 7 36 91 55 9 33 93 60 7
Economically Disadvantaged < < < < < < < < 13 67 53 33
Not Economically Disadvantaged 36 89 53 11 34 89 55 11 33 91 57 9
English Learners 6 71 65 29 38 81 43 19 17 73 57 27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 33 83 51 17 29 81 52 19 28 82 54 18
Female 32 85 53 15 27 81 54 19 23 80 58 20
Male 34 82 48 18 32 81 49 19 34 84 50 16
American Indian < < < < < 100 < 0 < 100 < 0
Asian 43 95 52 5 39 87 47 13 36 88 52 12
Black 28 76 48 24 27 82 55 18 23 74 51 26
Hispanic 28 63 35 38 30 68 38 32 22 68 46 32
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 26 79 53 21 22 78 56 22 22 80 58 20
Two or more races 43 93 50 7 27 80 53 20 38 82 44 18
Students with Disabilities 38 62 24 38 25 58 33 42 27 51 24 49
Students without Disabilities 32 86 54 14 30 83 54 17 28 85 57 15
Economically Disadvantaged 23 64 41 36 10 63 53 37 19 52 33 48
Not Economically Disadvantaged 33 84 51 16 30 82 52 18 29 83 55 17
English Learners 16 70 54 30 18 72 54 28 17 71 54 29
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 81 55 19 19 76 57 24 21 83 62 17
Female 21 83 62 17 20 75 55 25 16 81 65 19
Male 33 80 47 20 18 77 59 23 26 84 58 16
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 30 91 61 9 22 83 61 17 24 90 67 10
Black 25 67 42 33 33 83 50 17 16 66 50 34
Hispanic 29 50 21 50 17 50 33 50 13 73 60 27
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 21 81 60 19 16 74 58 26 21 83 61 17
Two or more races < 100 < 0 20 60 40 40 25 75 50 25
Students with Disabilities 33 50 17 50 24 53 29 47 24 43 19 57
Students without Disabilities 26 84 58 16 19 78 60 22 21 86 66 14
Economically Disadvantaged 10 60 50 40 < < < < < < < <
Not Economically Disadvantaged 28 83 55 17 19 76 58 24 21 84 63 16
English Learners 15 67 52 33 11 64 54 36 15 77 62 23
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 79 57 21 32 80 49 20 25 77 52 23
Female 24 80 56 20 21 76 55 24 20 77 56 23
Male 20 78 58 22 43 85 42 15 30 78 48 22
American Indian < < < < < 100 < 0 < 100 < 0
Asian 34 95 61 5 43 85 42 15 31 85 54 15
Black 10 80 70 20 18 71 53 29 31 75 44 25
Hispanic - 70 70 30 33 67 33 33 27 55 27 45
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 69 48 31 24 80 55 20 15 73 58 27
Two or more races 18 82 64 18 < < < < 50 75 25 25
Students with Disabilities 42 58 17 42 17 56 39 44 28 56 28 44
Students without Disabilities 21 81 60 19 33 83 50 17 25 79 54 21
Economically Disadvantaged < < < < 8 54 46 46 < < < <
Not Economically Disadvantaged 23 81 58 19 34 82 49 18 25 77 52 23
English Learners 8 67 58 33 17 70 53 30 13 61 48 39
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 50 90 41 10 38 87 50 13 40 86 47 14
Female 53 93 41 7 39 92 53 8 32 83 50 17
Male 46 87 41 13 36 82 46 18 47 90 43 10
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 67 100 33 0 55 93 38 7 54 90 36 10
Black < < < < 33 93 60 7 29 86 57 14
Hispanic 44 69 25 31 38 85 46 15 27 73 47 27
White 37 87 50 13 27 81 53 19 29 84 55 16
Two or more races 58 100 42 0 23 92 69 8 40 100 60 0
Students with Disabilities 38 71 33 29 35 65 29 35 31 56 25 44
Students without Disabilities 52 93 42 7 38 90 52 10 40 89 49 11
Economically Disadvantaged < 100 < 0 < < < < 13 53 40 47
Not Economically Disadvantaged 50 90 40 10 40 88 48 12 42 89 47 11
English Learners 24 76 53 24 29 86 57 14 23 77 53 23
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 84 63 16 20 80 61 20 25 90 64 10
Female 17 87 70 13 23 82 59 18 15 86 72 14
Male 25 82 56 18 16 78 62 22 35 93 58 7
American Indian < < < < < 100 < 0 < 100 < 0
Asian 33 93 61 7 33 88 55 12 37 91 54 9
Black < < < < 7 73 67 27 19 95 76 5
Hispanic 25 69 44 31 15 69 54 31 20 73 53 27
White 14 82 68 18 14 77 63 23 17 88 71 12
Two or more races 17 92 75 8 8 77 69 23 20 100 80 0
Students with Disabilities 26 65 39 35 29 59 29 41 19 56 38 44
Students without Disabilities 20 88 68 12 19 83 64 17 26 92 67 8
Economically Disadvantaged < < < < < < < < 7 60 53 40
Not Economically Disadvantaged 22 86 64 14 21 82 62 18 27 92 65 8
English Learners 6 50 44 50 14 67 52 33 17 77 60 23
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 84 63 16 20 80 61 20 25 90 64 10
Female 17 87 70 13 23 82 59 18 15 86 72 14
Male 25 82 56 18 16 78 62 22 35 93 58 7
American Indian < < < < < 100 < 0 < 100 < 0
Asian 33 93 61 7 33 88 55 12 37 91 54 9
Black < < < < 7 73 67 27 19 95 76 5
Hispanic 25 69 44 31 15 69 54 31 20 73 53 27
White 14 82 68 18 14 77 63 23 17 88 71 12
Two or more races 17 92 75 8 8 77 69 23 20 100 80 0
Students with Disabilities 26 65 39 35 29 59 29 41 19 56 38 44
Students without Disabilities 20 88 68 12 19 83 64 17 26 92 67 8
Economically Disadvantaged < < < < < < < < 7 60 53 40
Not Economically Disadvantaged 22 86 64 14 21 82 62 18 27 92 65 8
English Learners 6 50 44 50 14 67 52 33 17 77 60 23
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 62 98 36 2 57 93 36 7 50 95 45 5
Female 63 99 36 1 49 91 42 9 48 96 47 4
Male 60 97 36 3 64 94 30 6 52 94 42 6
American Indian < < < < < 100 < 0 < 100 < 0
Asian 83 98 15 2 70 97 26 3 68 99 31 1
Black 50 100 50 0 50 94 44 6 33 93 60 7
Hispanic 27 100 73 0 50 70 20 30 40 80 40 20
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 60 100 40 0 48 92 43 8 40 94 54 6
Two or more races 36 91 55 9 < 100 < 0 50 92 42 8
Students with Disabilities 50 92 42 8 41 65 24 35 19 69 50 31
Students without Disabilities 63 98 35 2 58 96 37 4 53 97 44 3
Economically Disadvantaged < 100 < 0 55 91 36 9 < 100 < 0
Not Economically Disadvantaged 62 98 36 2 57 93 36 7 49 95 45 5
English Learners < 100 < 0 67 90 24 10 65 100 35 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 60 98 37 2 55 93 37 7 51 95 44 5
Female 63 99 36 1 49 91 42 9 48 96 48 4
Male 57 96 39 4 62 94 32 6 55 95 40 5
American Indian < < < < < 100 < 0 < 100 < 0
Asian 82 97 15 3 69 97 27 3 69 99 29 1
Black < 100 < 0 43 93 50 7 33 100 67 0
Hispanic 27 100 73 0 < < < < 40 80 40 20
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 59 100 41 0 48 92 43 8 40 94 54 6
Two or more races 36 91 55 9 < 100 < 0 50 92 42 8
Students with Disabilities < < < < 17 50 33 50 20 60 40 40
Students without Disabilities 63 98 35 2 58 96 37 4 53 97 44 3
Economically Disadvantaged < 100 < 0 50 90 40 10 < 100 < 0
Not Economically Disadvantaged 61 98 37 2 56 93 37 7 51 95 44 5
English Learners < 100 < 0 63 89 26 11 73 100 27 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State3,4624,2272,762
Division282323211
School300
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten000
Kindergarten190178170
Grade 1219224163
Grade 2227224180
Grade 3193246160
Grade 4184209157
Grade 5172223130
Total Students1,1851,304960
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = 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 Students11851304960
Female621667483
Male564637477
American Indian888
Asian379451406
Black109113104
Hispanic707758
Native Hawaiian652
White544568321
Two or more races698261
Students with Disabilities867661
Students without Disabilities10991228899
Economically Disadvantaged615652
Not Economically Disadvantaged11241248908
English Learners169172181
Not English Learners10161132779
Homeless444
Military Connected7415
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
68.2 67.4 68

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division 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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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
  Local Funding State Federal
2014-20158,817.003,805.00292.00
2015-20169,437.003,832.00280.00
2016-20179,914.004,101.00302.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students94754111786124274
Female503265755363539
Male444285423360735
American Indian<<<<<<
Asian298253514042237
Black75110921161
Hispanic694684772
Native Hawaiian<<<<<<
White440225133254026
Two or more races552655757
Students with Disabilities757766716
Economically Disadvantaged506623533
English Learners135191611616214
Homeless<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 13
Weapons Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.6750.613
Asian31.98314.2934.586
Black9.1988.66614.29
Hispanic5.9075.905
Native Hawaiian0.5060.383
White45.90785.7143.55871.43
Two or more races5.8236.28814.29
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.6750.613
Asian31.98334.586
Black9.1988.666
Hispanic5.9075.905
Native Hawaiian0.5060.383
White45.90743.558
Two or more races5.8236.288
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.6750.613
Asian31.98334.586
Black9.1988.666
Hispanic5.9075.905
Native Hawaiian0.5060.383
White45.90743.558
Two or more races5.8236.288
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 5.328.214.67
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 13.1625.5823.21
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 52.6363.9569.64
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly 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 - 1.3% - 10% - 8.8%
Division
All Schools 0.6% 1.3% 9.4% 5.4% 7.1% 3.3%
High Poverty 0.8% - 9.3% - 6.1% -
Low Poverty - 1.2% - 5.6% - 3.2%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = 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

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education1%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201641%58%0%1%
2016-201740%60%0%0%
2017-201840%60%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-No-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesNo-Yes-
Economically DisadvantagedYesTS-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 Students85%85%73%75%
Asian89%89%87%75%
Black81%84%60%75%
Hispanic78%73%63%75%
White84%84%81%75%
Economically Disadvantaged63%62%62%75%
English Learners71%70%53%75%
Students with Disabilities55%60%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students83%82%74%70%
Asian89%89%89%70%
Black75%77%60%70%
Hispanic68%65%64%70%
White80%79%81%70%
Economically Disadvantaged52%57%63%70%
English Learners73%71%57%70%
Students with Disabilities53%56%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%
Asian92%
Black95%
Hispanic73%
White88%
Economically Disadvantaged60%
English Learners77%
Students with Disabilities56%

< = 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 Students86%84%
Asian90%90%
Black81%78%
Hispanic80%78%
White85%81%
Economically Disadvantaged67%59%
English Learners72%78%
Students with Disabilities55%53%

< = 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 Students6%6%9%10%
Asian8%9%5%10%
Black1%1%9%10%
Hispanic3%4%9%10%
White5%5%9%10%
Economically Disadvantaged5%7%13%10%
English Learners8%10%8%10%
Students with Disabilities8%8%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. 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 Progress60%46%58%
English Learner Proficiency27%--
< = 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 Progress6510960%
English Learner Proficiency3212027%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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