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Farmington Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-825-0713
Address: 500 Sunset Ln Culpeper, VA 22701
Principal: Mrs. Renee Wootten
Superintendent: Dr. Anthony S. Brads
School Number: 470
Region: 4
Division: Culpeper County Public Schools
Division Number: 24
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level Two Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three 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 19 52 71 29 16 54 70 30 9 57 67 33
Female 20 50 70 30 19 54 72 28 10 61 70 30
Male 18 54 72 28 13 54 67 33 9 54 63 37
Asian < < < < 9 91 100 0 < < 100 0
Black 17 50 67 33 6 55 61 39 6 43 49 51
Hispanic 11 48 59 41 10 45 55 45 3 49 51 49
White 25 57 81 19 28 59 87 13 18 70 88 12
Two or more races 46 46 92 8 15 54 69 31 - 53 53 47
Students with Disabilities 12 15 27 73 11 22 33 67 4 14 18 82
Students without Disabilities 20 55 75 25 17 57 73 27 10 62 72 28
Economically Disadvantaged 11 50 61 39 12 48 60 40 4 52 55 45
Not Economically Disadvantaged 28 55 83 17 23 63 86 14 20 68 88 12
English Learners 4 51 55 45 3 41 44 56 - 34 34 66
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 18 53 71 29 15 49 65 35 10 54 64 36
Female 25 44 69 31 25 48 73 27 14 55 69 31
Male 11 63 74 26 4 51 56 44 6 54 60 40
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 44 56 44 - 41 41 59 19 25 44 56
Hispanic 10 52 63 38 6 48 55 45 - 33 33 67
White 25 57 82 18 32 51 84 16 13 73 87 13
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 9 27 36 64 - 36 36 64
Students without Disabilities 18 57 75 25 16 52 69 31 11 57 67 33
Economically Disadvantaged 11 54 65 35 10 45 55 45 2 41 43 57
Not Economically Disadvantaged 28 52 80 20 26 57 83 17 19 70 88 12
English Learners 5 56 62 38 - 53 53 47 - 29 29 71
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 21 50 71 29 16 54 70 30 5 62 67 33
Female 15 54 69 31 18 51 69 31 4 73 77 23
Male 25 48 73 27 13 57 70 30 7 48 55 45
Asian < < < < < < 100 0 < < 100 0
Black 18 54 71 29 6 61 67 33 - 47 47 53
Hispanic 9 49 57 43 10 42 52 48 - 55 55 45
White 28 51 79 21 26 62 88 12 14 72 86 14
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 21 52 73 27 16 57 73 27 5 68 73 27
Economically Disadvantaged 9 47 56 44 13 49 62 38 3 55 58 42
Not Economically Disadvantaged 31 53 84 16 22 65 86 14 10 77 87 13
English Learners 3 48 52 48 6 36 42 58 - 52 52 48
Homeless < < < < < < < <
Military Connected < < 100 0
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 19 52 71 29 17 57 74 26 13 56 69 31
Female 22 52 74 26 14 61 75 25 11 54 65 35
Male 16 53 69 31 20 53 73 27 14 59 73 27
Asian < < 100 0 < < 100 0
Black 21 50 71 29 10 58 68 32 - 57 57 43
Hispanic 13 44 56 44 12 46 59 41 5 52 57 43
White 21 63 84 16 27 62 89 11 27 63 90 10
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 9 18 27 73 < < < < < < < <
Students without Disabilities 20 57 77 23 17 59 77 23 14 60 74 26
Economically Disadvantaged 14 47 61 39 12 49 62 38 5 55 60 40
Not Economically Disadvantaged 25 59 84 16 22 66 88 12 31 58 89 11
English Learners 4 46 50 50 - 27 27 73 - 21 21 79
Homeless < < 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 61 81 19 18 59 76 24 16 71 87 13
Female 15 65 80 20 13 60 73 27 16 74 90 10
Male 23 58 82 18 23 57 80 20 16 68 84 16
Asian < < < < 27 73 100 0 < < 100 0
Black 14 54 68 32 6 55 61 39 7 65 72 28
Hispanic 11 66 76 24 14 56 70 30 10 71 80 20
White 28 60 88 12 27 61 88 12 23 74 97 3
Two or more races 15 85 100 0 15 69 85 15 18 76 94 6
Students with Disabilities - 35 35 65 11 22 33 67 4 43 46 54
Students without Disabilities 21 64 85 15 18 62 80 20 17 74 91 9
Economically Disadvantaged 8 63 71 29 11 58 69 31 12 70 82 18
Not Economically Disadvantaged 33 59 92 8 28 60 88 12 24 72 96 4
English Learners 9 64 73 27 8 55 63 37 4 69 73 27
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 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 13 68 81 19 16 60 76 24 20 71 90 10
Female 8 70 78 22 15 63 79 21 15 76 90 10
Male 18 66 84 16 18 56 73 27 24 67 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black - 59 59 41 6 41 47 53 13 60 73 27
Hispanic 6 71 77 23 15 61 76 24 4 83 87 13
White 23 67 91 9 22 68 89 11 29 67 96 4
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < 9 45 55 45 9 55 64 36
Students without Disabilities 14 72 86 14 17 62 79 21 21 73 94 6
Economically Disadvantaged 3 70 73 27 13 61 74 26 14 69 84 16
Not Economically Disadvantaged 28 65 93 7 23 57 80 20 26 72 98 2
English Learners 3 69 72 28 13 63 77 23 5 80 85 15
Military Connected < < 100 0 < < 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 22 59 81 19 18 60 78 22 13 72 85 15
Female 16 58 75 25 10 67 77 23 14 76 90 10
Male 27 59 86 14 28 52 80 20 12 67 79 21
Asian < < < < < < 100 0 < < 100 0
Black 14 61 75 25 6 61 67 33 6 65 71 29
Hispanic 11 64 75 25 15 54 69 31 9 70 79 21
White 33 54 88 13 26 64 90 10 14 83 97 3
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 23 59 82 18 19 64 83 17 14 77 92 8
Economically Disadvantaged 13 55 68 32 10 63 73 27 11 69 80 20
Not Economically Disadvantaged 30 62 92 8 35 54 89 11 17 79 97 3
English Learners 12 62 74 26 6 52 58 42 7 74 81 19
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
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 24 56 80 20 18 56 74 26 16 70 86 14
Female 22 65 87 13 14 50 64 36 19 70 89 11
Male 25 49 75 25 22 63 85 15 13 70 82 18
Asian < < 100 0 < < 100 0
Black 29 36 64 36 6 58 65 35 - 71 71 29
Hispanic 15 62 77 23 12 54 66 34 13 66 79 21
White 28 58 86 14 31 53 84 16 24 73 98 2
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 36 36 64 < < < < < < < <
Students without Disabilities 27 59 86 14 18 59 78 22 17 71 88 12
Economically Disadvantaged 11 61 72 28 9 49 58 42 11 71 82 18
Not Economically Disadvantaged 41 50 91 9 27 64 92 8 28 67 94 6
English Learners 14 61 75 25 - 47 47 53 - 57 57 43
Homeless < < 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 59 80 20 15 62 77 23 17 53 70 30
Female 17 65 83 17 9 59 69 31 14 57 71 29
Male 24 55 78 22 22 65 87 13 20 48 68 32
Asian < < 100 0 < < 100 0
Black 14 57 71 29 6 52 58 42 - 50 50 50
Hispanic 13 62 74 26 10 63 73 27 13 43 55 45
White 30 56 86 14 29 62 91 9 24 68 93 7
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 18 18 82 < < < < < < < <
Students without Disabilities 23 64 88 12 16 66 81 19 18 56 74 26
Economically Disadvantaged 5 63 68 32 6 60 66 34 10 52 61 39
Not Economically Disadvantaged 41 55 95 5 25 64 90 10 33 56 89 11
English Learners 4 68 71 29 - 47 47 53 - 21 21 79
Homeless < < 100 0 < < 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 59 80 20 15 62 77 23 17 53 70 30
Female 17 65 83 17 9 59 69 31 14 57 71 29
Male 24 55 78 22 22 65 87 13 20 48 68 32
Asian < < 100 0 < < 100 0
Black 14 57 71 29 6 52 58 42 - 50 50 50
Hispanic 13 62 74 26 10 63 73 27 13 43 55 45
White 30 56 86 14 29 62 91 9 24 68 93 7
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 18 18 82 < < < < < < < <
Students without Disabilities 23 64 88 12 16 66 81 19 18 56 74 26
Economically Disadvantaged 5 63 68 32 6 60 66 34 10 52 61 39
Not Economically Disadvantaged 41 55 95 5 25 64 90 10 33 56 89 11
English Learners 4 68 71 29 - 47 47 53 - 21 21 79
Homeless < < 100 0 < < 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 49 40 89 11 43 49 92 8 36 50 86 14
Female 28 53 81 19 36 58 93 7 31 60 90 10
Male 67 29 96 4 50 40 90 10 41 38 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 29 57 86 14 11 72 83 17 6 63 69 31
Hispanic 55 40 95 5 52 48 100 0 35 53 88 12
White 56 33 90 10 46 46 93 7 40 51 91 9
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 51 41 92 8 46 48 94 6 37 54 90 10
Economically Disadvantaged 37 41 78 22 31 60 90 10 29 52 81 19
Not Economically Disadvantaged 57 39 97 3 60 34 94 6 46 46 93 7
English Learners 53 41 94 6 < < 100 0 33 67 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < 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 49 41 89 11 43 49 92 8 36 50 86 14
Female 28 53 81 19 36 58 93 7 31 60 90 10
Male 67 30 96 4 51 39 90 10 41 38 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 26 59 85 15 11 72 83 17 6 63 69 31
Hispanic 55 40 95 5 52 48 100 0 35 53 88 12
White 56 33 90 10 48 45 93 8 40 51 91 9
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 51 41 92 8 46 48 94 6 37 54 90 10
Economically Disadvantaged 35 43 78 23 31 59 90 10 29 52 81 19
Not Economically Disadvantaged 57 39 97 3 60 34 94 6 46 46 93 7
English Learners 53 41 94 6 < < 100 0 33 67 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < 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
School416
Division202369
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
Kindergarten94115113
Grade 1106104108
Grade 210810894
Grade 311610595
Grade 412111791
Grade 5106123115
Pre-kindergarten-3218
Total Students651704634

< = 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 Students651704634
Female296344319
Male355360315
Asian161816
Black120141115
Hispanic209236217
White273274250
Two or more races333536
Students with Disabilities646860
Students without Disabilities587636574
Economically Disadvantaged348424399
Not Economically Disadvantaged303280235
English Learners160164149
Not English Learners491540485
Homeless456
Military Connected1196
Foster Care111
< = 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
2015-2016Division3,681.005,370.00690.00
State6,084.004,849.00812.00
2016-2017Division3,866.005,506.00701.00
State6,248.005,052.00871.00
2017-2018Division4,011.005,735.00722.00
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 Students617415966556947
Female294183042928917
Male323232923628030
Asian150170170
Black1167120149612
Hispanic2059199152049
White248252303222123
Two or more races330304313
Students with Disabilities54125315539
Economically Disadvantaged337293515036533
English Learners1614150131523
Homeless<<<<74
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 10
Other Offenses Against Persons <
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 62
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian------
Asian2.52.62.5
Black18.42058.618.141.4
Hispanic32.133.56.934.213.8
Native Hawaiian------
White41.910038.920.739.431
Two or more races5.1513.85.713.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian2.52.62.5
Black18.42018.1
Hispanic32.133.534.2
Native Hawaiian
White41.938.939.4
Two or more races5.155.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian------
Asian2.52.62.5
Black18.42018.1
Hispanic32.133.534.2
Native Hawaiian------
White41.938.939.4
Two or more races5.155.7
< = 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 5460.163.7
< = 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 52.455.846.8
< = 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 82.47877.5
< = 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 School2.1%0%
Division8.7%1.2%
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
2016-201745%55%0%0%
2017-201844%56%0%0%
2018-201938%58%0%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-Yes-
AsianTSTS-Yes-
BlackNoYes-Yes-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersNoYesNoYes-
Students with DisabilitiesTSTS-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%70%73%75%
Asian<96%87%75%
Black52%61%60%75%
Hispanic53%56%63%75%
White88%85%81%75%
Economically Disadvantaged57%60%62%75%
English Learners50%53%53%75%
Students with Disabilities19%26%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 Students87%81%74%70%
Asian<96%89%70%
Black73%66%60%70%
Hispanic80%75%64%70%
White97%91%81%70%
Economically Disadvantaged82%74%63%70%
English Learners79%73%57%70%
Students with Disabilities48%39%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 Students70%
Asian<
Black50%
Hispanic56%
White93%
Economically Disadvantaged61%
English Learners52%
Students with Disabilities<

< = 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 Students74%89%
Asian<<
Black55%78%
Hispanic65%84%
White89%97%
Economically Disadvantaged65%85%
English Learners60%83%
Students with Disabilities33%63%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students8%8%9%10%
Asian--5%10%
Black11%9%9%10%
Hispanic4%5%9%10%
White9%10%9%10%
Economically Disadvantaged8%10%13%10%
English Learners2%4%8%10%
Students with Disabilities15%18%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 Progress44%46%58%
English Learner Proficiency6%--

< = 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 Progress4710844%
English Learner Proficiency81396%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%99%
Asian<<<
Black100%98%100%
Hispanic100%98%98%
White100%99%100%
Economically Disadvantaged100%99%99%
Not Economically Disadvantaged100%99%100%
English Learners100%98%98%
Students with Disabilities100%100%<
Students without Disabilities100%99%99%
Female100%99%100%
Male100%99%98%
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 33%
Division 28%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School 83%
Division 81%
State 81%
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