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Canterbury Woods Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-764-5600
Address: 4910 Willet Dr Annandale, VA 22003
Principal: Ms. Barbara Messinger
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax 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 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

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 45 93 48 7 43 92 49 8 41 92 51 8
Female 52 94 42 6 45 92 47 8 43 93 49 7
Male 38 92 54 8 41 92 51 8 38 91 53 9
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 42 96 54 4 43 94 51 6 42 93 51 7
Black 33 80 47 20 23 77 54 23 20 73 53 27
Hispanic 46 78 31 22 34 82 48 18 31 84 53 16
White 46 95 48 5 46 94 48 6 44 95 51 5
Two or more races 58 100 42 0 54 100 46 0 48 97 48 3
Students with Disabilities 23 65 42 35 25 71 46 29 30 67 37 33
Economically Disadvantaged 30 80 50 20 28 74 46 26 27 76 49 24
English Learners 26 74 48 26 23 80 57 20 31 77 46 23
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 27 92 64 8 29 89 60 11 35 87 52 13
Female 35 91 56 9 33 84 52 16 36 87 51 13
Male 21 92 71 8 27 93 67 7 34 87 53 13
Asian 18 100 82 0 29 85 56 15 25 83 58 18
Black < < < < < < < < < < < <
Hispanic 31 75 44 25 25 81 56 19 < < < <
White 28 93 65 7 32 93 61 7 44 93 48 7
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 12 76 65 24 20 73 53 27 26 74 47 26
Economically Disadvantaged 29 64 36 36 14 64 50 36 21 57 36 43
English Learners 13 88 75 13 21 71 50 29 10 60 50 40
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 43 95 52 5 34 92 58 8 41 92 51 8
Female 47 95 49 5 34 91 57 9 46 91 46 9
Male 38 94 56 6 34 92 58 8 37 93 56 7
American Indian < 100 < 0 < 100 < 0
Asian 43 93 50 7 29 97 69 3 50 92 42 8
Black < < < < < < < < < < < <
Hispanic 40 87 47 13 31 85 54 15 33 86 52 14
White 48 99 51 1 38 92 54 8 42 94 52 6
Two or more races < 100 < 0 < 100 < 0 36 100 64 0
Students with Disabilities 22 67 44 33 33 80 47 20 53 71 18 29
Economically Disadvantaged 29 82 53 18 33 58 25 42 30 78 48 22
English Learners 27 73 45 27 18 82 65 18 40 80 40 20
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 57 93 36 7 50 94 44 6 44 94 49 6
Female 67 94 27 6 49 97 47 3 46 93 46 7
Male 47 93 47 7 51 91 40 9 43 94 51 6
Asian 62 100 38 0 52 95 43 5 47 100 53 0
Black 40 90 50 10 < < < < < < < <
Hispanic < < < < 41 76 35 24 27 80 53 20
White 53 91 39 9 55 97 42 3 44 94 50 6
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 26 68 42 32 21 63 42 37 38 69 31 31
Economically Disadvantaged 33 87 53 13 39 83 44 17 31 85 54 15
English Learners 36 79 43 21 35 81 46 19 47 88 41 12
Grade 6 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 52 91 39 9 57 93 36 7 42 94 52 6
Female 59 93 34 7 59 92 33 8 43 97 53 3
Male 45 88 43 12 54 93 39 7 40 91 51 9
Asian 43 92 49 8 53 95 43 5 44 95 52 5
Black < < < < < < < < 20 70 50 30
Hispanic 57 71 14 29 40 90 50 10 32 84 53 16
White 56 95 40 5 60 93 33 7 45 97 53 3
Two or more races < 100 < 0 < 100 < 0 55 100 45 0
Students with Disabilities 29 54 25 46 25 69 44 31 10 57 48 43
Economically Disadvantaged 28 83 56 17 23 85 62 15 25 79 54 21
English Learners 31 54 23 46 17 87 70 13 29 79 50 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

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 49 94 45 6 45 94 49 6 43 94 51 6
Female 46 94 49 6 44 92 49 8 38 93 55 7
Male 52 93 41 7 46 95 49 5 46 94 48 6
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 59 96 37 4 54 94 39 6 50 94 44 6
Black 30 77 47 23 35 73 38 27 20 80 60 20
Hispanic 37 83 46 17 29 82 54 18 39 90 52 10
White 47 96 49 4 42 97 56 3 40 95 55 5
Two or more races 46 100 54 0 61 100 39 0 48 97 48 3
Students with Disabilities 24 74 50 26 32 71 38 29 29 74 44 26
Economically Disadvantaged 30 77 47 23 28 75 47 25 30 80 50 20
English Learners 29 78 49 22 28 77 49 23 34 83 49 17
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 46 92 47 8 41 92 52 8 43 94 50 6
Female 35 93 58 7 41 91 50 9 35 94 58 6
Male 56 92 37 8 40 93 53 7 49 94 45 6
Asian 50 97 47 3 44 88 44 12 35 95 60 5
Black < < < < < < < < < < < <
Hispanic 31 88 56 13 38 94 56 6 < < < <
White 47 96 49 4 38 96 58 4 52 96 44 4
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 24 88 65 12 33 67 33 33 32 84 53 16
Economically Disadvantaged 29 57 29 43 43 71 29 29 29 71 43 29
English Learners 19 88 69 13 29 75 46 25 33 81 48 19
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 50 96 46 4 52 95 43 5 60 94 34 6
Female 50 97 47 3 48 91 43 9 54 91 38 9
Male 50 95 45 5 55 98 44 2 65 96 32 4
American Indian < 100 < 0 < 100 < 0
Asian 67 96 30 4 60 100 40 0 72 90 18 10
Black < < < < < < < < < < < <
Hispanic 40 87 47 13 38 77 38 23 57 100 43 0
White 46 99 52 1 51 97 46 3 55 96 41 4
Two or more races < 100 < 0 < 100 < 0 82 100 18 0
Students with Disabilities 22 72 50 28 53 87 33 13 47 71 24 29
Economically Disadvantaged 18 88 71 12 25 75 50 25 48 83 35 17
English Learners 41 82 41 18 29 94 65 6 54 85 31 15
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 43 83 41 17 37 85 48 15 30 89 59 11
Female 38 79 41 21 46 88 41 12 33 87 53 13
Male 48 88 40 12 25 81 56 19 27 92 65 8
Asian 57 86 29 14 41 76 35 24 25 100 75 0
Black < < < < < < < < < 100 < 0
Hispanic < < < < < < < < < < < <
White 41 86 45 14 44 97 54 3 35 89 54 11
Students with Disabilities 15 46 31 54 17 56 39 44 23 85 62 15
Economically Disadvantaged 30 60 30 40 9 64 55 36 < < < <
English Learners 33 67 33 33 13 50 38 50 < 100 < 0
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 47 93 46 7 32 95 63 5 18 90 73 10
Female 43 96 53 4 28 94 65 6 16 92 76 8
Male 51 91 40 9 37 97 60 3 19 89 70 11
Asian 54 98 44 2 46 94 48 6 26 88 62 12
Black < < < < < < < < - 70 70 30
Hispanic 27 80 53 20 17 83 67 17 6 83 78 17
White 49 94 45 6 23 98 75 2 17 95 78 5
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 32 79 46 21 - 67 67 33 14 57 43 43
Economically Disadvantaged 24 82 59 18 23 77 54 23 10 70 60 30
English Learners 21 71 50 29 30 78 48 22 - 67 67 33
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 56 100 44 0 72 99 27 1 57 100 43 0
Female 58 100 42 0 68 97 29 3 51 100 49 0
Male 54 100 46 0 75 100 25 0 63 100 37 0
Asian 65 100 35 0 80 100 20 0 72 100 28 0
Black < 100 < 0 < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 45 100 55 0
White 47 100 53 0 69 100 31 0 41 100 59 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 42 100 58 0
English Learners < 100 < 0 40 90 50 10 58 100 42 0
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0 < 100 < 0
Female < 100 < 0 < 100 < 0
Male < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 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

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 51 88 37 12 42 92 50 8 26 94 69 6
Female 49 87 38 13 43 92 49 8 23 95 71 5
Male 53 90 36 10 41 92 51 8 28 94 67 6
Asian 62 97 36 3 49 93 44 7 24 100 76 0
Black 30 80 50 20 < < < < < < < <
Hispanic < < < < 24 76 53 24 20 87 67 13
White 44 84 40 16 42 97 55 3 26 93 67 7
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 26 53 26 47 11 58 47 42 27 73 47 27
Economically Disadvantaged 27 80 53 20 39 67 28 33 15 92 77 8
English Learners 21 71 50 29 23 65 42 35 18 94 76 6
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 51 88 37 12 42 92 50 8 26 94 69 6
Female 49 87 38 13 43 92 49 8 23 95 71 5
Male 53 90 36 10 41 92 51 8 28 94 67 6
Asian 62 97 36 3 49 93 44 7 24 100 76 0
Black 30 80 50 20 < < < < < < < <
Hispanic < < < < 24 76 53 24 20 87 67 13
White 44 84 40 16 42 97 55 3 26 93 67 7
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 26 53 26 47 11 58 47 42 27 73 47 27
Economically Disadvantaged 27 80 53 20 39 67 28 33 15 92 77 8
English Learners 21 71 50 29 23 65 42 35 18 94 76 6
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 63 98 34 2 59 97 39 3 58 98 40 2
Female 61 99 37 1 55 96 42 4 54 97 43 3
Male 66 97 31 3 63 98 36 2 60 99 38 1
American Indian < 100 < 0 < 100 < 0
Asian 65 98 33 2 66 100 34 0 66 100 34 0
Black < < < < < < < < < < < <
Hispanic 45 100 55 0 46 92 46 8 26 95 68 5
White 65 99 33 1 57 98 42 2 59 99 39 1
Two or more races < 100 < 0 < 100 < 0 100 100 - 0
Students with Disabilities 25 83 58 17 73 93 20 7 40 93 53 7
Economically Disadvantaged 31 92 62 8 33 83 50 17 33 90 57 10
English Learners 47 100 53 0 50 100 50 0 58 100 42 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 64 98 34 2 58 97 39 3 58 98 40 2
Female 62 99 37 1 54 96 43 4 53 97 44 3
Male 66 97 31 3 63 98 36 2 61 99 38 1
American Indian < 100 < 0 < 100 < 0
Asian 65 98 33 2 66 100 34 0 68 100 32 0
Black < < < < < < < < < < < <
Hispanic 45 100 55 0 46 92 46 8 22 94 72 6
White 66 99 33 1 56 98 42 2 59 99 39 1
Two or more races < 100 < 0 < 100 < 0 100 100 - 0
Students with Disabilities 20 80 60 20 71 93 21 7 38 92 54 8
Economically Disadvantaged 31 92 62 8 33 83 50 17 32 89 58 11
English Learners 50 100 50 0 50 100 50 0 59 100 41 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
Division1,0321,256850
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Kindergarten618363
Grade 1787598
Grade 2828482
Grade 3136115136
Grade 4119150118
Grade 5166125153
Grade 6125180137
Total Students767812787
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 Students767812787
Female381389381
Male386423406
American Indian221
Asian228231206
Black303751
Hispanic768685
Native Hawaiian133
White387400388
Two or more races435353
Students with Disabilities92105104
Students without Disabilities675707683
Economically Disadvantaged5497114
Not Economically Disadvantaged713715673
English Learners135136152
Not English Learners632676635
Military Connected8397101
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
67.8 68 68.8

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.

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
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00
2016-201710,901.003,346.00649.00

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.

 

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 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students740267333379521
Female36893671237812
Male37217366214179
American Indian<<<<<<
Asian228422072372
Black374292371
Hispanic726688759
Native Hawaiian<<<<<<
White36612370163898
Two or more races350420521
Students with Disabilities1011489109611
Economically Disadvantaged78117210947
English Learners9910122151337
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 23
Other Offenses Against Persons <
Property Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology 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 Indian0.2610.246
Asian29.7264028.44823.08
Black3.9114.5577.69
Hispanic9.9094010.591
Native Hawaiian0.130.369
White50.4562049.26169.23
Two or more races5.6066.527
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 Indian0.2610.246
Asian29.72628.448
Black3.9114.557
Hispanic9.90910.591
Native Hawaiian0.130.369
White50.45649.261
Two or more races5.6066.527
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 Indian0.2610.246
Asian29.72628.448
Black3.9114.557
Hispanic9.90910.591
Native Hawaiian0.130.369
White50.45649.261
Two or more races5.6066.527
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 9.5610.299.78
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 12.515.3820
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 66.6775.6476
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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional3%10%
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
2015-201623%77%0%0%
2016-201720%80%0%0%
2017-201824%76%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 Group​English Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-No-
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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students92%92%73%75%
Asian93%94%87%75%
Black73%77%60%75%
Hispanic84%81%63%75%
White95%94%81%75%
Economically Disadvantaged76%76%62%75%
English Learners77%77%53%75%
Students with Disabilities67%68%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students94%94%74%70%
Asian94%95%89%70%
Black80%77%60%70%
Hispanic90%85%64%70%
White95%96%81%70%
Economically Disadvantaged80%77%63%70%
English Learners84%80%57%70%
Students with Disabilities74%73%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 Group​Current Rate​
All Students94%
Asian100%
Black<
Hispanic87%
White93%
Economically Disadvantaged92%
English Learners94%
Students with Disabilities73%

< = 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 Group​Growth English ReadingGrowth Mathematics
All Students93%95%
Asian93%96%
Black80%90%
Hispanic89%92%
White95%96%
Economically Disadvantaged81%84%
English Learners79%88%
Students with Disabilities71%79%

< = 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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students3%3%9%10%
Asian1%2%5%10%
Black3%6%9%10%
Hispanic11%10%9%10%
White2%3%9%10%
Economically Disadvantaged7%11%13%10%
English Learners5%9%8%10%
Students with Disabilities10%11%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 Progress59%46%58%
English Learner Proficiency10%--
< = 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 LearnersNumerator​Denominator​Rate
English Learner Progress325459%
English Learner Proficiency77010%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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