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Clara Byrd Baker Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-221-0949
Address: 3131 Ironbound Rd Williamsburg, VA 23185
Principal: Mike Hurley
Superintendent: Dr. Olwen Herron
School Number: 40
Region: 2
Division: Williamsburg-James City County Public Schools
Division Number: 131
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
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 Two Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level Two
White Level One Level One

18.28% of the students in this school were chronically absent.

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 49 77 23 22 56 78 22 22 55 77 23
Female 28 49 77 23 30 54 84 16 21 58 79 21
Male 27 50 76 24 16 58 73 27 22 53 75 25
American Indian < < 100 0 < < 100 0 < < < <
Asian 15 62 77 23 20 60 80 20 < < < <
Black 11 51 62 38 11 55 66 34 5 56 60 40
Hispanic 36 32 68 32 22 33 56 44 13 56 69 31
White 34 50 84 16 27 59 86 14 30 55 85 15
Two or more races 19 52 71 29 19 61 81 19 29 50 79 21
Students with Disabilities 15 18 33 67 22 31 53 47 14 31 46 54
Students without Disabilities 29 55 84 16 22 60 82 18 23 59 82 18
Economically Disadvantaged 17 50 67 33 15 51 66 34 5 58 63 37
Not Economically Disadvantaged 36 49 84 16 27 59 86 14 33 54 87 13
English Learners 17 43 61 39 - 29 29 71 - 36 36 64
Military Connected 18 63 82 18 18 54 71 29
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 50 70 30 18 65 82 18 23 45 68 32
Female 23 49 72 28 26 62 88 12 11 57 69 31
Male 18 51 69 31 9 67 77 23 35 32 68 32
Asian < < 100 0 < < < < < < 100 0
Black 13 44 56 44 < < < < 8 17 25 75
Hispanic 36 9 45 55 < < < < 9 73 82 18
White 19 58 77 23 20 65 85 15 32 44 76 24
Two or more races < < < < 8 77 85 15 < < < <
Students with Disabilities 8 15 23 77 < < < < 9 18 27 73
Students without Disabilities 22 56 78 22 18 66 84 16 26 50 76 24
Economically Disadvantaged 15 43 58 43 - 62 62 38 12 44 56 44
Not Economically Disadvantaged 24 56 80 20 23 66 89 11 30 45 75 25
English Learners < < < < < < < < < < < <
Military Connected 20 67 87 13 < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 43 79 21 21 54 74 26 27 60 87 13
Female 35 43 78 22 23 55 77 23 32 61 93 7
Male 37 42 79 21 19 53 72 28 21 60 81 19
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0 < < < <
Black 19 50 69 31 9 59 68 32 10 90 100 0
Hispanic < < < < 25 25 50 50 < < < <
White 44 42 87 13 25 54 79 21 37 57 94 6
Two or more races < < < < 25 58 83 17 17 58 75 25
Students with Disabilities 7 36 43 57 27 20 47 53 < < < <
Students without Disabilities 42 44 86 14 20 60 79 21 27 62 90 10
Economically Disadvantaged 16 52 68 32 15 54 69 31 - 67 67 33
Not Economically Disadvantaged 49 37 86 14 27 53 80 20 39 58 97 3
English Learners < < < < < < < < < < < <
Military Connected 10 60 70 30 15 77 92 8
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 55 81 19 29 49 78 22 17 58 75 25
Female 26 54 80 20 42 44 86 14 19 55 74 26
Male 27 56 82 18 19 53 72 28 15 60 75 25
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 5 57 62 38 17 50 67 33 - 62 62 38
Hispanic < < < < < < < < 17 42 58 42
White 38 50 88 12 38 55 93 7 20 63 83 17
Two or more races < < < < < < < < 42 42 83 17
Students with Disabilities 33 - 33 67 20 33 53 47 13 33 47 53
Students without Disabilities 25 63 88 12 31 53 84 16 18 63 80 20
Economically Disadvantaged 19 56 75 25 26 39 65 35 4 60 64 36
Not Economically Disadvantaged 34 53 87 13 31 56 88 13 29 56 85 15
English Learners < < < < < < < < < < < <
Military Connected 23 62 85 15 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 50 81 19 25 52 77 23 23 61 84 16
Female 28 52 80 20 26 54 80 20 21 64 85 15
Male 33 49 82 18 24 50 74 26 24 58 82 18
American Indian < < 100 0 < < < < < < < <
Asian 23 62 85 15 27 64 91 9 < < 100 0
Black 9 56 65 35 15 37 52 48 9 53 63 37
Hispanic 32 43 75 25 19 44 63 37 18 55 73 27
White 40 48 88 12 29 57 86 14 29 64 93 7
Two or more races 14 57 71 29 26 55 81 19 21 61 82 18
Students with Disabilities 15 18 33 68 19 22 42 58 20 29 49 51
Students without Disabilities 33 56 89 11 26 56 82 18 24 66 89 11
Economically Disadvantaged 21 49 70 30 17 45 61 39 11 57 68 32
Not Economically Disadvantaged 38 51 89 11 30 56 86 14 31 63 94 6
English Learners 21 58 79 21 5 37 42 58 6 50 56 44
Military Connected 24 66 89 11 14 75 89 11
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 57 83 17 25 59 84 16 25 55 80 20
Female 20 60 80 20 33 58 91 9 20 63 83 17
Male 31 54 85 15 18 59 77 23 31 47 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black - 71 71 29 < < < < 8 25 33 67
Hispanic 27 36 64 36 < < < < 17 67 83 17
White 38 53 91 9 29 58 87 13 37 56 93 7
Two or more races < < < < 23 62 85 15 < < < <
Students with Disabilities 15 23 38 62 < < < < 9 36 45 55
Students without Disabilities 28 62 90 10 27 59 86 14 28 58 87 13
Economically Disadvantaged 12 55 67 33 - 64 64 36 12 54 65 35
Not Economically Disadvantaged 38 58 96 4 34 57 91 9 33 56 89 11
English Learners 10 50 60 40 < < < < < < < <
Military Connected 13 80 93 7 < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 46 31 78 23 27 46 73 27 30 57 87 13
Female 43 35 78 22 23 48 70 30 36 52 89 11
Male 49 28 77 23 30 45 75 25 24 62 86 14
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 38 63 38 14 43 57 43 10 70 80 20
Hispanic < < < < 25 33 58 42 < < < <
White 56 27 82 18 31 49 80 20 35 61 96 4
Two or more races < < < < 33 50 83 17 25 50 75 25
Students with Disabilities 7 14 21 79 33 7 40 60 < < < <
Students without Disabilities 55 35 89 11 26 54 79 21 32 60 92 8
Economically Disadvantaged 29 42 71 29 21 42 63 38 11 56 67 33
Not Economically Disadvantaged 57 24 82 18 33 51 84 16 39 58 97 3
English Learners < < 100 0 < < < < < < < <
Military Connected 40 50 90 10 15 69 85 15
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 60 78 22 17 48 65 35 14 67 81 19
Female 19 57 76 24 25 46 71 29 8 74 82 18
Male 15 64 79 21 9 50 59 41 20 61 80 20
American Indian < < < < < < < <
Asian < < < < < < < < < < 100 0
Black 5 57 62 38 13 31 44 56 10 60 70 30
Hispanic < < < < < < < < 17 50 67 33
White 23 65 88 12 21 66 86 14 13 77 90 10
Two or more races < < < < < < < < 27 64 91 9
Students with Disabilities 23 15 38 62 13 27 40 60 33 20 53 47
Students without Disabilities 16 69 85 15 18 56 73 27 10 77 87 13
Economically Disadvantaged 22 49 71 29 21 34 55 45 11 57 68 32
Not Economically Disadvantaged 11 75 86 14 13 61 74 26 17 78 95 5
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 60 100 0 42 58 100 0 20 80 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 64 36 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
White < < 100 0 38 62 100 0 < < 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 40 60 100 0 42 58 100 0 20 80 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 36 64 100 0 41 59 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 59 68 32 9 66 75 25 16 61 77 23
Female 4 66 70 30 6 69 75 25 7 62 69 31
Male 16 51 67 33 12 63 74 26 23 60 83 17
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0 < < 100 0
Black - 48 48 52 - 56 56 44 5 57 62 38
Hispanic < < < < < < < < 25 42 67 33
White 15 67 83 17 14 74 88 12 13 70 83 17
Two or more races < < < < < < < < 33 58 92 8
Students with Disabilities 8 25 33 67 - 40 40 60 27 13 40 60
Students without Disabilities 10 64 73 27 11 72 83 17 14 70 84 16
Economically Disadvantaged 6 52 58 42 3 52 55 45 15 47 62 38
Not Economically Disadvantaged 13 66 79 21 13 75 88 13 17 75 92 8
English Learners < < < < < < < < < < < <
Military Connected 8 85 92 8 < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 59 68 32 9 66 75 25 16 61 77 23
Female 4 66 70 30 6 69 75 25 7 62 69 31
Male 16 51 67 33 12 63 74 26 23 60 83 17
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0 < < 100 0
Black - 48 48 52 - 56 56 44 5 57 62 38
Hispanic < < < < < < < < 25 42 67 33
White 15 67 83 17 14 74 88 12 13 70 83 17
Two or more races < < < < < < < < 33 58 92 8
Students with Disabilities 8 25 33 67 - 40 40 60 27 13 40 60
Students without Disabilities 10 64 73 27 11 72 83 17 14 70 84 16
Economically Disadvantaged 6 52 58 42 3 52 55 45 15 47 62 38
Not Economically Disadvantaged 13 66 79 21 13 75 88 13 17 75 92 8
English Learners < < < < < < < < < < < <
Military Connected 8 85 92 8 < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 62 24 86 14 41 41 83 17 48 45 93 7
Female 60 26 86 14 38 41 79 21 45 50 95 5
Male 63 22 85 15 44 42 85 15 50 40 90 10
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 31 44 75 25 10 52 62 38 10 80 90 10
Hispanic < < < < < < 100 0 < < < <
White 73 20 93 7 52 37 89 11 55 43 98 2
Two or more races < < < < 50 33 83 17 42 42 83 17
Students with Disabilities 14 43 57 43 8 50 58 42 < < < <
Students without Disabilities 73 19 92 8 47 40 87 13 51 45 96 4
Economically Disadvantaged 39 36 75 25 20 51 71 29 20 60 80 20
Not Economically Disadvantaged 75 17 92 8 61 33 93 7 59 39 98 2
English Learners < < 100 0 < < 100 0
Military Connected 30 70 100 0 38 62 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 63 23 86 14 43 39 82 18 48 45 93 7
Female 63 25 88 13 38 41 79 21 45 50 95 5
Male 63 22 85 15 47 37 84 16 51 38 90 10
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 33 40 73 27 11 47 58 42 10 80 90 10
Hispanic < < < < < < 100 0 < < < <
White 74 21 95 5 52 37 89 11 56 42 98 2
Two or more races < < < < 45 36 82 18 42 42 83 17
Students with Disabilities 9 45 55 45 < < < < < < < <
Students without Disabilities 73 19 92 8 47 40 87 13 51 45 96 4
Economically Disadvantaged 41 33 74 26 19 47 67 33 20 60 80 20
Not Economically Disadvantaged 76 17 93 7 61 33 93 7 60 38 98 2
English Learners < < 100 0 < < 100 0
Military Connected 30 70 100 0 38 62 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School225
Division341149
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten725651
Kindergarten798672
Grade 1947886
Grade 2769683
Grade 3897491
Grade 4968574
Grade 5799786
Total Students585572543

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students585572543
Female273262252
Male312310291
American Indian1-2
Asian281810
Black104110101
Hispanic869594
Native Hawaiian11-
White305288278
Two or more races606058
Students with Disabilities1018891
Students without Disabilities484484452
Economically Disadvantaged232235210
Not Economically Disadvantaged353337333
English Learners525445
Not English Learners533518498
Homeless151011
Military Connected675757
Foster Care1-0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division6,912.003,879.00509.00
State6,084.004,849.00812.00
2016-2017Division7,052.003,772.00517.00
State6,248.005,052.00871.00
2017-2018Division7,477.003,859.00505.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students492454723247541
Female253202331322123
Male239252391925418
American Indian<<<<<<
Asian241152120
Black8187897815
Hispanic4614693727
Native Hawaiian----<<
White297192631025911
Two or more races433468517
Students with Disabilities6015589524
Economically Disadvantaged186311772318135
English Learners3612464435
Homeless10514382
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 16
Other Offenses Against Persons <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2--
Asian4.15.13.3
Black16.96019.152.92050
Hispanic131515.85.917.26.3
Native Hawaiian--0.20.2
White61.9205635.352.343.8
Two or more races9.25115.910.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian4.15.13.3
Black16.919.120
Hispanic1315.817.2
Native Hawaiian0.20.2
White61.95652.3
Two or more races9.21110.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.2--
Asian4.15.13.3
Black16.919.120
Hispanic1315.817.2
Native Hawaiian--0.20.2
White61.95652.3
Two or more races9.21110.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 36.24138.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 45.946.346.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 74.870.572.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School4%0%
Division3.7%1%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201724%69%2%5%
2017-201830%65%2%3%
2018-201932%66%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersTSYesTSYes-
Students with DisabilitiesYesYes-Yes-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students77%78%73%75%
Asian<80%87%75%
Black60%63%60%75%
Hispanic69%65%63%75%
White85%85%81%75%
Economically Disadvantaged63%65%62%75%
English Learners52%52%53%75%
Students with Disabilities46%46%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students84%81%74%70%
Asian<91%89%70%
Black63%60%60%70%
Hispanic73%70%64%70%
White93%90%81%70%
Economically Disadvantaged68%67%63%70%
English Learners65%65%57%70%
Students with Disabilities49%42%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students76%
Asian<
Black62%
Hispanic62%
White83%
Economically Disadvantaged60%
English Learners42%
Students with Disabilities40%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students79%85%
Asian<<
Black63%67%
Hispanic72%73%
White86%94%
Economically Disadvantaged65%70%
English Learners57%65%
Students with Disabilities51%54%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students8%8%9%10%
Asian-6%5%10%
Black16%12%9%10%
Hispanic9%11%9%10%
White4%5%9%10%
Economically Disadvantaged16%14%13%10%
English Learners10%14%8%10%
Students with Disabilities7%14%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress59%46%58%
English Learner Proficiency16%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress162759%
English Learner Proficiency63816%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian<<<
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---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience
Public Preschool​
School 30%
Division 28%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School 92%
Division 85%
State 81%
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