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Floris Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-561-2900
Address: 2708 Centreville Rd Herndon, VA 20171-3599
Principal: Ms. Gail Porter
Superintendent: Dr. Scott S. Brabrand
School Number: 740
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 51 96 4 40 53 93 7 35 51 87 13
Female 49 47 96 4 42 51 94 6 39 51 89 11
Male 42 53 95 5 37 55 93 7 33 52 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 51 46 97 3 41 53 95 5 40 51 90 10
Black 18 64 82 18 24 71 94 6 25 42 67 33
Hispanic 5 74 79 21 20 70 90 10 24 59 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 43 53 96 4 39 51 90 10 25 55 79 21
Two or more races 35 65 100 0 44 44 89 11 44 48 93 7
Students with Disabilities 26 52 79 21 35 45 80 20 23 36 60 40
Students without Disabilities 47 50 98 2 40 54 94 6 37 53 90 10
Economically Disadvantaged 20 80 100 0 39 52 91 9 21 52 73 27
Not Economically Disadvantaged 46 50 96 4 40 54 93 7 37 51 88 12
English Learners 21 72 93 7 6 47 53 47 12 37 48 52
Military Connected 31 62 92 8 36 55 91 9
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 32 60 92 8 35 53 88 12 24 55 79 21
Female 34 59 93 7 40 49 89 11 25 60 86 14
Male 31 61 92 8 30 56 86 14 23 50 73 27
Asian 43 52 95 5 33 58 90 10 29 52 82 18
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 13 75 88 13 35 50 85 15 14 61 75 25
Two or more races < < 100 0 58 17 75 25 < < 100 0
Students with Disabilities < < < < 36 45 82 18 15 40 55 45
Students without Disabilities 35 60 96 4 35 54 88 12 26 58 83 17
Economically Disadvantaged < < 100 0 30 50 80 20 < < < <
Not Economically Disadvantaged 33 60 92 8 35 53 88 12 24 55 80 20
English Learners 24 65 88 12 - 59 59 41 16 28 44 56
Military Connected < < < < < < 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 42 55 97 3 41 54 95 5 32 54 86 14
Female 43 54 98 2 43 51 94 6 35 56 91 9
Male 41 55 96 4 40 57 97 3 30 54 83 17
American Indian < < 100 0
Asian 49 49 98 2 45 51 96 4 31 58 88 12
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 32 64 96 4 25 67 92 8 30 53 83 17
Two or more races < < 100 0 < < 100 0 60 30 90 10
Students with Disabilities < < 100 0 30 40 70 30 23 46 69 31
Students without Disabilities 45 52 97 3 42 56 98 2 33 55 88 12
Economically Disadvantaged < < 100 0 < < 100 0 14 57 71 29
Not Economically Disadvantaged 44 53 97 3 40 56 95 5 34 54 88 12
English Learners 20 80 100 0 < < < < 6 56 61 39
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 46 52 98 2 45 48 92 8 57 35 92 8
Female 53 44 97 3 44 48 92 8 63 27 90 10
Male 40 59 98 2 45 47 92 8 52 41 94 6
Asian 46 51 97 3 46 49 96 4 65 31 96 4
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0
White 54 43 97 3 50 35 85 15 38 42 79 21
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 40 50 90 10 < < < < 40 30 70 30
Students without Disabilities 46 52 98 2 46 48 93 7 58 36 94 6
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 47 51 97 3 44 47 92 8 58 34 92 8
English Learners 15 77 92 8 < < < < < < < <
Military Connected < < 100 0 < < 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
All Students 61 35 96 4 39 58 97 3 32 60 92 8
Female 65 33 98 2 42 56 98 2 36 56 92 8
Male 58 37 94 6 36 60 96 4 29 63 92 8
Asian 68 30 98 2 42 55 97 3 36 61 97 3
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White 63 38 100 0 43 54 97 3 23 58 81 19
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 40 33 73 27 40 50 90 10 < < < <
Students without Disabilities 65 35 100 0 39 59 98 2 32 62 94 6
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 61 34 96 4 40 57 97 3 32 61 93 7
English Learners 29 64 93 7 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 55 42 97 3 50 44 95 5 43 50 94 6
Female 53 45 98 2 49 45 94 6 43 50 93 7
Male 57 40 97 3 51 44 96 4 44 50 94 6
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 62 37 99 1 58 39 97 3 51 46 96 4
Black 18 64 82 18 24 65 88 12 25 67 92 8
Hispanic 20 65 85 15 35 60 95 5 18 65 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 48 49 97 3 34 54 88 12 30 60 89 11
Two or more races 53 47 100 0 56 44 100 0 44 44 89 11
Students with Disabilities 36 45 81 19 45 43 88 13 23 49 72 28
Students without Disabilities 57 42 99 1 51 45 95 5 45 50 96 4
Economically Disadvantaged 27 73 100 0 30 52 83 17 15 73 88 12
Not Economically Disadvantaged 56 42 97 3 51 44 95 5 45 49 94 6
English Learners 42 53 96 4 21 56 76 24 13 65 78 22
Military Connected 31 54 85 15 27 64 91 9
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 50 46 96 4 32 61 93 7 40 51 91 9
Female 46 51 98 2 31 60 91 9 40 49 89 11
Male 53 42 95 5 32 62 94 6 39 54 93 7
Asian 62 37 98 2 36 59 96 4 47 45 92 8
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < < < 100 0 < < < <
White 38 54 92 8 15 67 81 19 31 64 94 6
Two or more races < < 100 0 42 58 100 0 < < < <
Students with Disabilities < < < < 27 73 100 0 20 45 65 35
Students without Disabilities 52 48 100 0 32 60 92 8 43 53 96 4
Economically Disadvantaged < < 100 0 20 50 70 30 < < < <
Not Economically Disadvantaged 51 45 96 4 33 62 95 5 41 51 91 9
English Learners 53 41 94 6 11 79 89 11 23 50 73 27
Military Connected < < < < < < 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 59 41 100 0 61 35 95 5 37 60 97 3
Female 57 43 100 0 55 39 94 6 33 67 100 0
Male 61 39 100 0 65 32 97 3 39 55 94 6
American Indian < < 100 0
Asian 62 38 100 0 73 25 99 1 43 56 99 1
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 56 44 100 0 29 54 83 17 24 69 93 7
Two or more races < < 100 0 < < 100 0 40 60 100 0
Students with Disabilities < < 100 0 40 30 70 30 23 69 92 8
Students without Disabilities 60 40 100 0 63 35 98 2 38 59 97 3
Economically Disadvantaged < < 100 0 < < 100 0 - 93 93 7
Not Economically Disadvantaged 59 41 100 0 60 35 95 5 41 56 97 3
English Learners 60 40 100 0 < < < < 6 94 100 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 28 64 92 8 32 54 86 14 22 65 87 13
Female 22 74 96 4 26 52 78 22 29 54 83 17
Male 35 54 88 12 37 56 93 7 16 74 90 10
Asian 44 52 96 4 33 56 89 11 21 75 96 4
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < < <
White 18 76 94 6 24 53 76 24 19 56 75 25
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 29 64 93 7 24 61 85 15 21 68 89 11
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged 30 62 92 8 33 54 87 13 20 68 88 12
English Learners 25 69 94 6 < < < < < < < <
Military Connected < < 100 0 < < 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
All Students 44 53 97 3 47 50 97 3 49 44 93 7
Female 49 49 97 3 48 52 100 0 46 46 92 8
Male 41 56 96 4 46 48 94 6 52 42 94 6
Asian 46 52 98 2 57 41 98 2 61 36 97 3
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 44 56 100 0 35 62 96 4 21 61 82 18
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 27 53 80 20 < < < < < < < <
Students without Disabilities 47 53 100 0 47 51 98 2 50 45 95 5
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 45 51 97 3 49 48 97 3 51 42 93 7
English Learners 32 64 95 5 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 87 13 100 0 75 23 98 2 71 29 100 0
Female 81 19 100 0 81 15 96 4 71 29 100 0
Male 94 6 100 0 71 29 100 0 72 28 100 0
Asian 85 15 100 0 82 18 100 0 69 31 100 0
White 88 12 100 0 67 33 100 0 75 25 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 87 13 100 0 75 23 98 2 71 29 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 87 13 100 0 74 24 98 2 71 29 100 0
Military Connected < < 100 0 < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 94 6 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 90 10 100 0 < < 100 0
Students without Disabilities < < 100 0 94 6 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 94 6 100 0 < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
Asian < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
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 46 45 90 10 56 41 97 3 50 48 97 3
Female 44 46 90 10 60 35 96 4 42 56 98 2
Male 47 44 91 9 53 45 98 2 56 41 97 3
Asian 52 42 94 6 66 33 99 1 59 41 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 47 36 83 17 42 50 92 8 38 50 88 13
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 40 40 80 20 < < 100 0 20 70 90 10
Students without Disabilities 46 45 91 9 58 39 97 3 52 46 98 2
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 46 44 90 10 58 39 97 3 50 48 98 2
English Learners 26 59 85 15 < < < < < < < <
Military Connected < < 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 46 45 90 10 56 41 97 3 50 48 97 3
Female 44 46 90 10 60 35 96 4 42 56 98 2
Male 47 44 91 9 53 45 98 2 56 41 97 3
Asian 52 42 94 6 66 33 99 1 59 41 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 47 36 83 17 42 50 92 8 38 50 88 13
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 40 40 80 20 < < 100 0 20 70 90 10
Students without Disabilities 46 45 91 9 58 39 97 3 52 46 98 2
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 46 44 90 10 58 39 97 3 50 48 98 2
English Learners 26 59 85 15 < < < < < < < <
Military Connected < < 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 84 15 99 1 62 36 98 2 62 33 95 5
Female 81 17 98 2 59 39 98 2 59 39 98 2
Male 86 14 100 0 64 34 98 2 65 28 93 7
American Indian < < 100 0
Asian 88 12 100 0 73 27 100 0 65 32 97 3
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 76 20 96 4 42 50 92 8 60 30 90 10
Two or more races < < 100 0 < < 100 0 50 50 100 0
Students with Disabilities < < 100 0 < < < < 38 54 92 8
Students without Disabilities 86 13 99 1 65 35 100 0 65 30 96 4
Economically Disadvantaged < < 100 0 < < 100 0 43 50 93 7
Not Economically Disadvantaged 84 15 99 1 62 36 98 2 65 31 95 5
English Learners 73 27 100 0 < < 100 0 17 72 89 11
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 85 14 99 1 62 36 98 2 62 33 95 5
Female 81 17 98 2 59 39 98 2 59 39 98 2
Male 88 12 100 0 64 34 98 2 65 28 93 7
American Indian < < 100 0
Asian 88 12 100 0 73 27 100 0 65 32 97 3
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 79 17 96 4 42 50 92 8 60 30 90 10
Two or more races < < 100 0 < < 100 0 50 50 100 0
Students with Disabilities < < 100 0 < < < < 38 54 92 8
Students without Disabilities 86 13 99 1 65 35 100 0 65 30 96 4
Economically Disadvantaged < < 100 0 < < 100 0 43 50 93 7
Not Economically Disadvantaged 85 14 99 1 62 36 98 2 65 31 95 5
English Learners 73 27 100 0 < < 100 0 17 72 89 11
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
Civics & Econ 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
< = 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
School343
Division1,2568501,072
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
Kindergarten9491117
Grade 1109108100
Grade 294121126
Grade 3103115133
Grade 4103105122
Grade 5123102114
Grade 694129114
Total Students720771826

< = 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 Students720771826
Female326365390
Male394406436
American Indian122
Asian434459500
Black253128
Hispanic313635
Native Hawaiian111
White194198209
Two or more races344451
Students with Disabilities777886
Students without Disabilities643693740
Economically Disadvantaged112863
Not Economically Disadvantaged709743763
English Learners147168202
Not English Learners573603624
Homeless3-2
Military Connected171920
< = 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
2012-2013Division10,360.003,137.00611.00
State5,761.004,621.00875.00
2013-2014Division10,388.003,139.00606.00
State5,807.004,651.00784.00
2014-2015Division10,413.003,227.00579.00
State5,933.004,819.00771.00
2015-2016Division10,526.003,267.00606.00
State6,084.004,849.00812.00
2016-2017Division10,883.003,364.00649.00
State6,248.005,052.00871.00

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 Students696307424279550
Female316163641438118
Male380143782841432
American Indian<<<<<<
Asian415264462447935
Black240302272
Hispanic290320341
Native Hawaiian<<<<<<
White1904187142059
Two or more races360451483
Students with Disabilities773745816
Economically Disadvantaged123401594
English Learners141101552218019
Homeless<<--<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Other Offenses Against Persons <
Property 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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.3
Asian60.359.5
Black3.5450
Hispanic4.34.7
Native Hawaiian0.10.1
White26.925.750
Two or more races4.75.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.3
Asian60.359.5
Black3.54
Hispanic4.34.7
Native Hawaiian0.10.1
White26.925.7
Two or more races4.75.7
< = 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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.3
Asian60.359.5
Black3.54
Hispanic4.34.7
Native Hawaiian0.10.1
White26.925.7
Two or more races4.75.7
< = 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 1.73.76.8
< = 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 000
< = 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 72.869.669.5
< = 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

Teachers Not Fully 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 - - - 14.3% - 1.8%
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%

< = 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 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

  2016-20172017-2018
Provisional Special Education2%4%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201720%78%2%0%
2017-201822%76%2%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

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

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students93%95%73%75%
Asian95%96%87%75%
Black94%86%60%75%
Hispanic90%86%63%75%
White91%95%81%75%
Economically Disadvantaged91%93%62%75%
English Learners85%90%53%75%
Students with Disabilities80%80%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 Students94%96%74%70%
Asian97%98%89%70%
Black88%79%60%70%
Hispanic95%92%64%70%
White87%94%81%70%
Economically Disadvantaged83%89%63%70%
English Learners88%92%57%70%
Students with Disabilities88%85%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 Students96%
Asian99%
Black<
Hispanic<
White89%
Economically Disadvantaged<
English Learners83%
Students with Disabilities<

< = 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 Students95%95%
Asian96%97%
Black94%88%
Hispanic95%95%
White93%89%
Economically Disadvantaged91%83%
English Learners88%88%
Students with Disabilities88%93%

< = 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 Students5%4%9%10%
Asian5%4%5%10%
Black6%3%9%10%
Hispanic--9%10%
White7%4%9%10%
Economically Disadvantaged2%6%13%10%
English Learners12%8%8%10%
Students with Disabilities6%3%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress70%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 Progress426070%
English Learner Proficiency159516%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%<
White100%100%100%
Economically Disadvantaged100%100%<
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%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).

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 12%
Division 21%
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 %
Division 64%
State 81%
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