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Cool Spring Elementary

General school information

Category: Elementary (PK-05) School
Phone: 571-252-2890
Address: 501 Tavistock Dr SE Leesburg, VA 20175
Principal: Chris Cadwell
Superintendent: Dr. Eric Williams
School Number: 160
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 60 78 22 14 53 67 33 14 54 68 32
Female 19 63 82 18 15 51 66 34 13 55 67 33
Male 16 58 74 26 14 54 67 33 15 53 68 32
American Indian < < < < < < < < < < < <
Asian 18 73 91 9 14 59 73 27 29 43 71 29
Black 14 48 62 38 11 37 47 53 7 71 79 21
Hispanic 8 51 59 41 6 30 36 64 1 42 43 57
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 22 65 87 13 19 64 83 17 19 61 81 19
Two or more races 24 52 76 24 17 78 94 6 29 65 94 6
Students with Disabilities 4 43 47 53 2 33 35 65 2 37 39 61
Students without Disabilities 20 64 84 16 16 56 72 28 16 57 73 27
Economically Disadvantaged 6 50 56 44 2 33 35 65 3 38 41 59
Not Economically Disadvantaged 22 64 86 14 19 61 80 20 20 62 82 18
English Learners 4 50 54 46 2 11 13 87 - 20 20 80
Military Connected < < 100 0
Foster Care < < < <
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 13 57 70 30 17 45 62 38 12 47 59 41
Female 10 65 75 25 24 26 50 50 6 56 61 39
Male 15 50 65 35 11 61 72 28 18 40 58 43
Asian 10 80 90 10 < < < < < < < <
Black < < < < < < < < < < 100 0
Hispanic 7 43 50 50 7 20 27 73 - 38 38 62
White 21 58 79 21 22 57 79 21 17 57 73 27
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 7 33 40 60 - 33 33 67 - 30 30 70
Students without Disabilities 14 61 75 25 19 46 65 35 14 50 64 36
Economically Disadvantaged 6 42 48 52 3 23 26 74 3 27 30 70
Not Economically Disadvantaged 15 63 79 21 22 54 76 24 19 63 81 19
English Learners 7 34 41 59 4 8 13 88 - 25 25 75
Foster Care < < < <
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 16 63 79 21 8 52 60 40 12 56 68 32
Female 17 64 81 19 8 58 66 34 13 47 60 40
Male 16 62 78 22 9 46 54 46 11 64 75 25
American Indian < < < <
Asian < < 100 0 10 60 70 30 < < < <
Black < < < < < < < < < < 100 0
Hispanic 11 48 59 41 - 24 24 76 3 40 43 57
White 19 71 90 10 15 63 79 21 14 63 77 23
Two or more races < < < < < < < < < < < <
Students with Disabilities - 44 44 56 5 25 30 70 - 40 40 60
Students without Disabilities 20 67 87 13 9 58 67 33 13 58 71 29
Economically Disadvantaged - 54 54 46 - 31 31 69 3 43 47 53
Not Economically Disadvantaged 23 67 89 11 12 61 73 27 15 62 77 23
English Learners 4 52 57 43 - 11 11 89 - 23 23 77
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 23 61 84 16 18 62 80 20 17 56 74 26
Female 28 60 88 12 13 70 83 17 17 62 79 21
Male 18 62 80 20 23 54 77 23 17 52 69 31
Asian < < < < < < 100 0 33 42 75 25
Black < < < < < < < < < < < <
Hispanic 5 68 74 26 13 47 60 40 - 47 47 53
Native Hawaiian < < 100 0
White 24 67 91 9 19 74 94 6 27 62 88 12
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 5 50 55 45 - 43 43 57 4 38 42 58
Students without Disabilities 27 64 91 9 21 65 86 14 21 62 83 17
Economically Disadvantaged 13 57 70 30 4 48 52 48 3 43 46 54
Not Economically Disadvantaged 26 62 88 12 24 68 91 9 25 63 88 12
English Learners - 75 75 25 - 20 20 80 - 11 11 89
Military Connected < < 100 0
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 19 54 73 27 17 53 70 30 12 63 75 25
Female 19 54 73 27 12 55 67 33 10 63 73 27
Male 20 53 73 27 21 52 74 26 15 63 78 22
American Indian < < < < < < < < < < 100 0
Asian 26 65 91 9 32 50 82 18 14 62 76 24
Black 14 24 38 62 11 37 47 53 21 43 64 36
Hispanic 4 46 50 50 7 38 45 55 2 52 54 46
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 25 60 86 14 22 64 85 15 19 70 88 12
Two or more races 19 52 71 29 11 74 84 16 12 82 94 6
Students with Disabilities 6 35 41 59 13 33 46 54 2 46 48 52
Students without Disabilities 22 58 80 20 17 57 74 26 14 66 81 19
Economically Disadvantaged 8 44 51 49 5 34 40 60 2 51 53 47
Not Economically Disadvantaged 24 57 81 19 22 62 84 16 18 69 87 13
English Learners 4 46 50 50 - 27 27 73 - 42 42 58
Military Connected < < 100 0
Foster Care < < 100 0
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 15 50 65 35 10 53 63 37 12 58 70 30
Female 11 57 67 33 10 41 51 49 11 56 67 33
Male 19 44 63 37 11 63 74 26 13 60 73 28
Asian 10 70 80 20 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic - 42 42 58 - 35 35 65 3 47 50 50
White 25 52 77 23 16 66 81 19 20 70 90 10
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 13 20 33 67 8 33 42 58 - 50 50 50
Students without Disabilities 15 55 71 29 10 55 66 34 14 59 73 27
Economically Disadvantaged 3 40 43 57 - 28 28 72 - 45 45 55
Not Economically Disadvantaged 20 54 74 26 14 63 78 22 21 67 88 12
English Learners - 43 43 57 - 28 28 72 - 43 43 57
Foster Care < < 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 21 59 79 21 16 53 69 31 15 71 85 15
Female 19 55 74 26 8 64 72 28 15 68 83 17
Male 22 62 84 16 24 43 67 33 14 73 88 13
American Indian < < 100 0
Asian < < 100 0 30 70 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic 7 56 63 37 6 34 40 60 - 77 77 23
White 25 65 90 10 21 62 83 17 21 68 89 11
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 6 38 44 56 15 25 40 60 - 60 60 40
Students without Disabilities 24 63 87 13 16 59 76 24 16 72 88 12
Economically Disadvantaged 8 46 54 46 6 36 42 58 - 73 73 27
Not Economically Disadvantaged 26 64 89 11 21 61 83 17 21 70 90 10
English Learners 9 52 61 39 - 28 28 72 - 64 64 36
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 22 53 75 25 25 55 79 21 11 59 70 30
Female 24 52 76 24 18 59 78 22 4 63 67 33
Male 20 55 75 25 31 50 81 19 17 55 72 28
Asian < < 100 0 < < 100 0 8 83 92 8
Black < < < < < < < < < < < <
Hispanic 5 37 42 58 16 45 61 39 3 34 38 63
Native Hawaiian < < 100 0
White 26 64 89 11 30 64 94 6 15 71 87 13
Two or more races < < < < < < < < < < < <
Students with Disabilities - 45 45 55 14 43 57 43 4 38 42 58
Students without Disabilities 27 55 82 18 27 57 83 17 13 65 79 21
Economically Disadvantaged 13 46 58 42 11 39 50 50 5 38 43 57
Not Economically Disadvantaged 25 55 80 20 30 61 91 9 14 70 84 16
English Learners 6 41 47 53 - 25 25 75 - 16 16 84
Military Connected < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 15 62 77 23 13 55 67 33
Female 21 66 86 14 6 69 76 24 8 60 67 33
Male 21 60 81 19 25 54 79 21 17 50 67 33
Asian < < < < < < 100 0 25 50 75 25
Black < < < < < < < < < < < <
Hispanic 10 50 60 40 13 42 55 45 - 44 44 56
Native Hawaiian < < 100 0
White 26 65 91 9 23 70 94 6 19 62 81 19
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 55 60 40 7 43 50 50 12 15 27 73
Students without Disabilities 24 64 89 11 17 65 82 18 13 67 80 20
Economically Disadvantaged 12 48 60 40 4 39 43 57 - 43 43 57
Not Economically Disadvantaged 24 67 91 9 20 71 91 9 19 60 79 21
English Learners - 44 44 56 - 8 8 92 - 11 11 89
Military Connected < < 100 0
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 21 63 84 16 15 62 77 23 13 55 67 33
Female 21 66 86 14 6 69 76 24 8 60 67 33
Male 21 60 81 19 25 54 79 21 17 50 67 33
Asian < < < < < < 100 0 25 50 75 25
Black < < < < < < < < < < < <
Hispanic 10 50 60 40 13 42 55 45 - 44 44 56
Native Hawaiian < < 100 0
White 26 65 91 9 23 70 94 6 19 62 81 19
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 55 60 40 7 43 50 50 12 15 27 73
Students without Disabilities 24 64 89 11 17 65 82 18 13 67 80 20
Economically Disadvantaged 12 48 60 40 4 39 43 57 - 43 43 57
Not Economically Disadvantaged 24 67 91 9 20 71 91 9 19 60 79 21
English Learners - 44 44 56 - 8 8 92 - 11 11 89
Military Connected < < 100 0
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 22 68 90 10 29 57 87 13 41 49 90 10
Female 19 70 88 12 21 63 84 16 31 56 86 14
Male 26 67 92 8 38 51 90 10 50 43 93 7
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic 22 72 94 6 < < < < 8 92 100 0
White 26 64 89 11 33 55 88 12 49 39 88 12
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 8 42 50 50 15 54 69 31 < < < <
Students without Disabilities 24 73 97 3 32 58 90 10 43 48 91 9
Economically Disadvantaged - 83 83 17 - 83 83 17 42 58 100 0
Not Economically Disadvantaged 28 64 92 8 34 53 87 13 41 47 89 11
English Learners 15 85 100 0 < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 68 90 10 29 57 87 13 41 49 90 10
Female 19 70 88 12 21 63 84 16 31 56 86 14
Male 26 67 92 8 38 51 90 10 50 43 93 7
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic 22 72 94 6 < < < < 8 92 100 0
White 26 64 89 11 33 55 88 12 49 39 88 12
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 8 42 50 50 15 54 69 31 < < < <
Students without Disabilities 24 73 97 3 32 58 90 10 43 48 91 9
Economically Disadvantaged - 83 83 17 - 83 83 17 42 58 100 0
Not Economically Disadvantaged 28 64 92 8 34 53 87 13 41 47 89 11
English Learners 15 85 100 0 < < 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
School536
Division323211271
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten11917
Kindergarten929790
Grade 17510195
Grade 211066101
Grade 310311175
Grade 494113109
Grade 511198111
Total Students596595598

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students596595598
Female292281298
Male304314300
American Indian311
Asian403937
Black444132
Hispanic149180196
Native Hawaiian111
White316295293
Two or more races433838
Students with Disabilities807374
Students without Disabilities516522524
Economically Disadvantaged177196197
Not Economically Disadvantaged419399401
English Learners138177179
Not English Learners458418419
Homeless201526
Military Connected323
< = 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
2015-2016Division9,437.003,832.00280.00
State6,084.004,849.00812.00
2016-2017Division9,914.004,101.00302.00
State6,248.005,052.00871.00
2017-2018Division10,069.004,179.00300.00
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 Students550325463353852
Female266172631726228
Male284152831627624
American Indian<<<<<<
Asian345333304
Black382360281
Hispanic135111582117226
Native Hawaiian<<<<<<
White30010280927218
Two or more races412370352
Students with Disabilities813685569
Economically Disadvantaged163151631716929
English Learners127141522016822
Homeless221160246
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Other Offenses Against Persons <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.50.2
Asian6.76.6
Black7.46.9
Hispanic2530.3
Native Hawaiian0.20.2
White5349.6
Two or more races7.26.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.2
Asian6.76.6
Black7.46.9
Hispanic2530.3
Native Hawaiian0.20.2
White5349.6
Two or more races7.26.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.50.2
Asian6.76.6
Black7.46.9
Hispanic2530.3
Native Hawaiian0.20.2
White5349.6
Two or more races7.26.4
< = 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 27.929.630.2
< = 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 21.526.318.8
< = 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 7976.578.9
< = 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 School7.2%0%
Division10.4%2.1%
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
2016-201729%69%2%0%
2017-201829%70%2%-1%
2018-201921%76%1%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

2018 ESSA Status: Not Identified for Support and Improvement
2018 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-No-
BlackYesTS-Yes-
HispanicNoNo-No-
WhiteYesYes-Yes-
Economically DisadvantagedNoNo-Yes-
English LearnersNoNoYesNo-
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 Students68%76%73%75%
Asian73%87%87%75%
Black56%62%60%75%
Hispanic37%51%63%75%
White83%88%81%75%
Economically Disadvantaged38%50%62%75%
English Learners31%44%53%75%
Students with Disabilities36%48%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 Students71%76%74%70%
Asian82%91%89%70%
Black56%54%60%70%
Hispanic46%50%64%70%
White85%89%81%70%
Economically Disadvantaged42%50%63%70%
English Learners41%47%57%70%
Students with Disabilities47%50%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 Students80%
Asian<
Black<
Hispanic55%
White96%
Economically Disadvantaged46%
English Learners46%
Students with Disabilities50%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students73%76%
Asian82%82%
Black69%69%
Hispanic48%56%
White86%87%
Economically Disadvantaged49%51%
English Learners43%51%
Students with Disabilities56%53%

< = 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 Students6%5%9%10%
Asian8%10%5%10%
Black-3%9%10%
Hispanic12%10%9%10%
White3%3%9%10%
Economically Disadvantaged9%9%13%10%
English Learners12%10%8%10%
Students with Disabilities7%5%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 Progress60%46%58%
English Learner Proficiency10%--

< = 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 Progress569360%
English Learner Proficiency1414410%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%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---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 30%
Division 15%
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 78%
Division 89%
State 81%
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