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Fairfax Villa Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-267-2800
Address: 10900 Santa Clara Dr Fairfax, VA 22030
Principal: Vacant
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 84 53 16 29 83 54 17 21 77 56 23
Female 28 86 57 14 29 85 56 15 20 80 60 20
Male 33 82 49 18 29 80 51 20 22 74 52 26
Asian 23 89 66 11 29 90 61 10 29 90 61 10
Black 33 77 43 23 18 71 54 29 10 69 59 31
Hispanic 21 65 44 35 16 67 51 33 9 54 45 46
White 38 91 53 9 40 88 47 12 26 84 58 16
Two or more races 29 90 62 10 20 92 72 8 22 94 72 6
Students with Disabilities 32 65 33 35 25 60 35 40 25 50 25 50
Students without Disabilities 30 89 59 11 30 89 59 11 20 84 65 16
Economically Disadvantaged 23 66 43 34 15 65 49 35 9 64 55 36
Not Economically Disadvantaged 34 92 58 8 35 91 56 9 26 83 57 17
English Learners 29 73 45 27 19 76 57 24 13 65 53 35
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 83 52 17 29 81 52 19 13 71 59 29
Female 26 79 53 21 31 82 51 18 10 75 65 25
Male 33 85 52 15 27 80 52 20 17 67 50 33
Asian < < < < 33 90 57 10 24 82 59 18
Black < < < < < < < < < < < <
Hispanic 57 71 14 29 32 68 37 32 6 35 29 65
White 28 93 65 8 33 87 53 13 14 83 69 17
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 53 73 20 27 27 53 27 47 36 50 14 50
Students without Disabilities 25 85 59 15 29 87 57 13 7 77 70 23
Economically Disadvantaged 49 74 26 26 29 58 29 42 6 44 39 56
Not Economically Disadvantaged 18 88 71 12 29 90 61 10 15 81 65 19
English Learners 60 87 27 13 34 79 45 21 10 52 41 48
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 81 53 19 19 82 63 18 26 74 49 26
Female 30 86 56 14 14 86 71 14 23 75 53 25
Male 25 75 50 25 23 80 57 20 29 74 45 26
Asian 23 86 64 14 < < < < 14 95 82 5
Black 36 73 36 27 < < < < < < < <
Hispanic 6 69 63 31 16 63 47 37 10 35 25 65
White 35 84 48 16 29 92 63 8 48 90 41 10
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 35 60 25 40 29 79 50 21 39 50 11 50
Students without Disabilities 25 87 62 13 17 83 66 17 22 81 59 19
Economically Disadvantaged 11 70 59 30 7 70 63 30 12 48 36 52
Not Economically Disadvantaged 36 86 50 14 25 88 63 12 32 86 54 14
English Learners 22 78 56 22 13 71 58 29 7 60 53 40
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 37 85 48 15 31 83 51 17 17 75 58 25
Female 33 86 52 14 33 87 53 13 20 80 60 20
Male 42 85 42 15 29 78 49 22 15 71 56 29
Asian 35 94 59 6 25 88 63 13 < < < <
Black < < < < 27 73 45 27 < < < <
Hispanic - 63 63 38 6 81 75 19 14 57 43 43
White 53 93 40 7 47 81 34 19 19 83 64 17
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 29 67 38 33 26 48 22 52 20 53 33 47
Students without Disabilities 41 93 52 7 33 95 62 5 17 80 64 20
Economically Disadvantaged 5 55 50 45 18 71 54 29 9 74 65 26
Not Economically Disadvantaged 51 98 47 2 38 88 50 12 21 76 55 24
English Learners 11 63 52 37 17 83 66 17 4 54 50 46
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 87 60 13 36 86 49 14 26 86 60 14
Female 22 92 69 8 34 86 52 14 24 88 63 12
Male 32 82 50 18 39 85 45 15 28 83 56 17
Asian 14 100 86 0 41 94 53 6 43 91 48 9
Black < 100 < 0 < 100 < 0 20 90 70 10
Hispanic 8 54 46 46 6 56 50 44 5 85 80 15
White 41 94 53 6 55 90 35 10 24 79 55 21
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 8 62 54 38 19 69 50 31 10 48 38 52
Students without Disabilities 32 93 61 7 41 90 49 10 31 98 67 2
Economically Disadvantaged 13 56 44 44 5 55 50 45 9 81 72 19
Not Economically Disadvantaged 31 96 65 4 47 96 49 4 36 89 53 11
English Learners 8 50 42 50 13 70 57 30 24 86 62 14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 33 80 48 20 25 81 56 19 22 80 58 20
Female 28 80 52 20 23 81 59 19 17 81 64 19
Male 38 81 43 19 27 80 53 20 28 79 50 21
Asian 38 89 52 11 33 93 60 7 37 94 57 6
Black 23 80 57 20 29 68 39 32 14 69 55 31
Hispanic 10 58 48 42 7 61 54 39 8 59 51 41
White 42 86 43 14 30 86 56 14 25 85 60 15
Two or more races 38 90 52 10 24 88 64 12 28 100 72 0
Students with Disabilities 25 50 25 50 25 51 26 49 22 59 37 41
Students without Disabilities 35 89 54 11 25 88 64 12 23 86 63 14
Economically Disadvantaged 16 58 43 42 14 61 46 39 11 62 51 38
Not Economically Disadvantaged 40 91 50 9 30 89 60 11 27 88 61 12
English Learners 19 65 47 35 14 75 60 25 12 72 59 28
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 73 49 27 20 74 54 26 14 68 54 32
Female 16 68 51 32 20 80 60 20 10 66 56 34
Male 30 77 47 23 20 68 48 32 20 70 50 30
Asian < < < < 14 95 81 5 24 88 65 12
Black < < < < < < < < < < < <
Hispanic 10 35 25 65 5 42 37 58 - 29 29 71
White 38 85 46 15 32 87 55 13 20 73 53 27
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 36 50 14 50 40 47 7 53 29 36 7 64
Students without Disabilities 21 77 56 23 16 80 64 20 11 75 65 25
Economically Disadvantaged 15 44 29 56 17 42 25 58 16 37 21 63
Not Economically Disadvantaged 30 92 62 8 22 87 65 13 13 79 65 21
English Learners 14 48 34 52 10 62 52 38 10 53 43 47
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 40 84 44 16 20 75 54 25 33 81 48 19
Female 37 91 53 9 20 69 49 31 24 83 59 17
Male 43 76 33 24 20 80 59 20 40 79 38 21
Asian 43 83 39 17 < < < < 50 100 50 0
Black 36 82 45 18 < < < < < < < <
Hispanic 6 76 71 24 16 58 42 42 10 45 35 55
White 55 87 32 13 24 79 55 21 37 97 60 3
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 35 50 15 50 29 43 14 57 28 61 33 39
Students without Disabilities 42 94 52 6 18 82 63 18 34 86 52 14
Economically Disadvantaged 18 75 57 25 15 59 44 41 12 52 40 48
Not Economically Disadvantaged 51 88 37 12 23 83 60 17 41 93 52 7
English Learners 27 78 51 22 8 67 58 33 16 71 55 29
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 37 73 35 27 19 82 63 18 18 74 56 26
Female 30 65 35 35 19 84 65 16 20 77 57 23
Male 48 84 36 16 20 80 60 20 15 70 55 30
Asian 50 80 30 20 24 88 65 12 < < < <
Black < < < < 27 82 55 18 < < < <
Hispanic 12 59 47 41 - 75 75 25 20 65 45 35
White 44 76 32 24 23 81 58 19 12 73 62 27
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 14 48 33 52 18 50 32 50 33 67 33 33
Students without Disabilities 49 85 37 15 20 96 76 4 13 75 62 25
Economically Disadvantaged 17 52 35 48 14 71 57 29 13 61 48 39
Not Economically Disadvantaged 49 85 36 15 23 89 66 11 20 80 60 20
English Learners 15 63 48 37 10 84 74 16 4 63 58 38
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 89 58 11 31 90 58 10 16 91 76 9
Female 28 92 64 8 23 87 64 13 9 93 85 7
Male 33 86 53 14 43 93 50 7 25 89 64 11
Asian 40 100 60 0 56 94 39 6 20 93 73 7
Black < 100 < 0 < 100 < 0 20 90 70 10
Hispanic 15 69 54 31 6 75 69 25 - 90 90 10
White 31 90 59 10 29 94 65 6 24 91 67 9
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 17 50 33 50 18 65 47 35 5 67 62 33
Students without Disabilities 33 97 63 3 35 97 62 3 20 100 80 0
Economically Disadvantaged 13 69 56 31 10 70 60 30 3 83 80 17
Not Economically Disadvantaged 36 95 59 5 39 96 58 4 23 96 73 4
English Learners 15 69 54 31 25 81 56 19 9 91 82 9
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 100 69 0 71 100 29 0 59 100 41 0
Female < 100 < 0 < 100 < 0 < 100 < 0
Male < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
White < 100 < 0 < 100 < 0 < 100 < 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 33 100 67 0 71 100 29 0 59 100 41 0
Not Economically Disadvantaged 31 100 69 0 71 100 29 0 60 100 40 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 35 81 47 19 21 78 57 22 16 67 51 33
Female 29 76 48 24 22 78 56 22 10 68 59 32
Male 42 88 45 12 20 78 59 22 22 66 44 34
Asian 47 88 41 12 21 79 58 21 < < < <
Black < < < < 27 73 45 27 < < < <
Hispanic 6 56 50 44 - 63 63 38 10 43 33 57
White 40 90 50 10 25 84 59 16 24 76 51 24
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 19 57 38 43 22 61 39 39 27 53 27 47
Students without Disabilities 41 91 50 9 21 84 63 16 13 70 57 30
Economically Disadvantaged 9 50 41 50 11 57 46 43 9 48 39 52
Not Economically Disadvantaged 45 94 49 6 26 88 62 12 19 75 56 25
English Learners 11 63 52 37 11 71 60 29 4 44 40 56
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 35 81 47 19 21 78 57 22 16 67 51 33
Female 29 76 48 24 22 78 56 22 10 68 59 32
Male 42 88 45 12 20 78 59 22 22 66 44 34
Asian 47 88 41 12 21 79 58 21 < < < <
Black < < < < 27 73 45 27 < < < <
Hispanic 6 56 50 44 - 63 63 38 10 43 33 57
White 40 90 50 10 25 84 59 16 24 76 51 24
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 19 57 38 43 22 61 39 39 27 53 27 47
Students without Disabilities 41 91 50 9 21 84 63 16 13 70 57 30
Economically Disadvantaged 9 50 41 50 11 57 46 43 9 48 39 52
Not Economically Disadvantaged 45 94 49 6 26 88 62 12 19 75 56 25
English Learners 11 63 52 37 11 71 60 29 4 44 40 56
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 39 81 43 19 35 92 57 8 46 91 46 9
Female 38 85 48 15 20 90 70 10 45 94 48 6
Male 40 77 37 23 48 94 45 6 46 89 43 11
Asian 32 84 53 16 < 100 < 0 64 100 36 0
Black 36 64 27 36 < 100 < 0 < < < <
Hispanic 9 73 64 27 < < < < < < < <
White 55 90 35 10 48 91 42 9 41 97 55 3
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 19 50 31 50 36 82 45 18 17 83 67 17
Students without Disabilities 44 90 46 10 35 94 60 6 52 93 41 7
Economically Disadvantaged 4 61 57 39 19 88 69 13 36 86 50 14
Not Economically Disadvantaged 54 90 37 10 40 94 53 6 48 93 45 7
English Learners 24 76 52 24 < < < < 50 100 50 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 41 83 42 17 32 92 59 8 46 91 45 9
Female 39 87 47 13 21 90 69 10 47 94 47 6
Male 42 79 36 21 43 93 50 7 45 88 42 12
Asian 32 84 53 16 < 100 < 0 64 100 36 0
Black < < < < < 100 < 0 < < < <
Hispanic 9 73 64 27 < < < < < < < <
White 57 90 33 10 45 90 45 10 40 96 56 4
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 25 50 25 50 < < < < < < < <
Students without Disabilities 44 90 46 10 35 94 60 6 52 93 41 7
Economically Disadvantaged 5 62 57 38 13 87 73 13 38 85 46 15
Not Economically Disadvantaged 56 92 36 8 39 93 55 7 48 92 44 8
English Learners 26 78 52 22 < < < < 50 100 50 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
School510
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten363330
Kindergarten968790
Grade 11079482
Grade 29211295
Grade 3877492
Grade 4838072
Grade 5858081
Grade 6798583
Total Students665645625
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students665645625
Female318308292
Male347337333
American Indian432
Asian146154148
Black595240
Hispanic131135123
White282267265
Two or more races433444
Students with Disabilities130127114
Students without Disabilities535518511
Economically Disadvantaged112156150
Not Economically Disadvantaged553489475
English Learners221218203
Not English Learners444427422
Homeless213
Military Connected292017
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.8 68 68.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

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

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00
2016-201710,901.003,346.00649.00

Statewide Per-Pupil Spending

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

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

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

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

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

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students567495556755851
Female271262623927727
Male296232932828124
American Indian<<<<<<
Asian13310138813713
Black521483444
Hispanic10816962410916
White234202303023317
Two or more races362392330
Students with Disabilities951490169414
Economically Disadvantaged151171243012428
English Learners189231912619525
Homeless<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 14
Other Offenses Against Persons <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.6020.465
Asian21.95533.3323.876
Black8.8728.06266.67
Hispanic19.69920.9316.67
Native Hawaiian
White42.40666.6741.39516.67
Two or more races6.4665.271
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.6020.465
Asian21.95523.876
Black8.8728.062100
Hispanic19.69920.93
Native Hawaiian
White42.40641.395
Two or more races6.4665.271
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.6020.465
Asian21.95523.876
Black8.8728.062
Hispanic19.69920.93
Native Hawaiian
White42.40641.395
Two or more races6.4665.271
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 29.1426.7723.2
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 34.9744.1250.33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 84.1587.6586.09
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - 1.8% - 5.3% - 7%
Division
All Schools 1.9% 3.2% 7.4% 8% 4.8% 4.3%
High Poverty 1.5% 8.6% 7.1% 10.3% 4.9% 5.2%
Low Poverty - 2.3% - 7.7% - 4.5%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201624%76%0%0%
2016-201730%70%0%0%
2017-201834%66%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-No-
BlackYesYes-Yes-
HispanicNoNo-No-
WhiteYesYes-Yes-
Economically DisadvantagedYesNo-No-
English LearnersYesYesYesNo-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.
ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students78%81%73%75%
Asian91%90%87%75%
Black69%72%60%75%
Hispanic55%62%63%75%
White84%87%81%75%
Economically Disadvantaged65%65%62%75%
English Learners67%72%53%75%
Students with Disabilities50%59%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students80%80%74%70%
Asian94%92%89%70%
Black69%72%60%70%
Hispanic60%59%64%70%
White84%84%81%70%
Economically Disadvantaged62%60%63%70%
English Learners71%70%57%70%
Students with Disabilities59%53%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students67%
Asian<
Black<
Hispanic43%
White76%
Economically Disadvantaged48%
English Learners44%
Students with Disabilities53%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students80%84%
Asian91%97%
Black76%76%
Hispanic59%69%
White85%87%
Economically Disadvantaged68%73%
English Learners69%78%
Students with Disabilities56%74%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students8%9%9%10%
Asian9%7%5%10%
Black8%5%9%10%
Hispanic13%15%9%10%
White7%9%9%10%
Economically Disadvantaged18%16%13%10%
English Learners11%11%8%10%
Students with Disabilities13%14%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress60%46%58%
English Learner Proficiency16%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress6510860%
English Learner Proficiency2314616%
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---

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

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