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Forest Grove Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-434-4560
Address: 46245 Forest Ridge Dr. Sterling, VA 20164
Principal: Shontel Simon
Superintendent: Dr. Eric Williams
Region: 4
Division: Loudoun County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

Math

Math Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

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

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 51 88 37 12 35 85 50 15 47 89 42 11
Female 47 88 41 13 30 89 59 11 57 83 27 17
Male 55 88 33 12 42 81 39 19 36 96 60 4
American Indian < 100 < 0 < 100 < 0
Asian 75 100 25 0 44 88 44 13 80 100 20 0
Black < 100 < 0 < < < < 30 90 60 10
Hispanic 39 74 35 26 22 93 70 7 37 79 42 21
White 57 90 33 10 47 76 29 24 73 100 27 0
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 53 93 40 7 37 89 52 11 50 92 42 8
Economically Disadvantaged 36 79 43 21 28 97 69 3 36 82 45 18
Not Economically Disadvantaged 62 95 32 5 45 69 24 31 64 100 36 0
English Learners 43 87 43 13 29 97 68 3 50 90 40 10
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 51 88 37 12 35 85 50 15 47 89 42 11
Female 47 88 41 13 30 89 59 11 57 83 27 17
Male 55 88 33 12 42 81 39 19 36 96 60 4
American Indian < 100 < 0 < 100 < 0
Asian 75 100 25 0 44 88 44 13 80 100 20 0
Black < 100 < 0 < < < < 30 90 60 10
Hispanic 39 74 35 26 22 93 70 7 37 79 42 21
White 57 90 33 10 47 76 29 24 73 100 27 0
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 53 93 40 7 37 89 52 11 50 92 42 8
Economically Disadvantaged 36 79 43 21 28 97 69 3 36 82 45 18
Not Economically Disadvantaged 62 95 32 5 45 69 24 31 64 100 36 0
English Learners 43 87 43 13 29 97 68 3 50 90 40 10
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division282323211
School367
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten141717
Kindergarten10210082
Grade 110197107
Grade 21009094
Grade 3938989
Grade 4939385
Grade 57890101
Total Students581576575
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students581576575
Female282278287
Male299298288
American Indian955
Asian127123107
Black373836
Hispanic273279308
Native Hawaiian21
White119114104
Two or more races141615
Students with Disabilities616358
Students without Disabilities520513517
Economically Disadvantaged348362380
Not Economically Disadvantaged233214195
English Learners319326358
Not English Learners262250217
Homeless757496
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
68.2 67.4 68

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20158,817.003,805.00292.00
2015-20169,437.003,832.00280.00
2016-20179,914.004,101.00302.00

Statewide Per-Pupil Spending

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

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

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

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

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

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

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

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students529384856952337
Female258172403125722
Male271212453826615
American Indian91<<<<
Asian109131031610612
Black361305371
Hispanic249122363026115
Native Hawaiian<<<<<<
White111798141016
Two or more races15193142
Students with Disabilities4094311395
Economically Disadvantaged309262904632430
English Learners300212813731226
Homeless433749727
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

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

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian1.5490.868
Asian21.85921.354
Black6.3686.59766.67
Hispanic46.98848.438
Native Hawaiian0.344500.174
White20.4822519.79233.33
Two or more races2.41252.778
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian1.5490.868
Asian21.85921.354
Black6.3686.597
Hispanic46.98848.438
Native Hawaiian0.3440.174
White20.48219.792
Two or more races2.412.778
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian1.5490.868
Asian21.85921.354
Black6.3686.597
Hispanic46.98848.438
Native Hawaiian0.3440.174
White20.48219.792
Two or more races2.412.778
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 56.1456.756.73
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 38.7532.1225.52
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 83.1384.2481.6
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - 10.4% - 4.5% -
Division
All Schools 0.6% 1.3% 9.4% 5.4% 7.1% 3.3%
High Poverty 0.8% - 9.3% - 6.1% -
Low Poverty - 1.2% - 5.6% - 3.2%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education5%6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201635%64%2%-1%
2016-201735%63%2%0%
2017-201836%62%1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-Yes-
AsianNoNo-No-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesTS-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 Students72%69%73%75%
Asian75%77%87%75%
Black73%73%60%75%
Hispanic66%61%63%75%
White86%80%81%75%
Economically Disadvantaged67%64%62%75%
English Learners65%62%53%75%
Students with Disabilities27%40%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 Students74%71%74%70%
Asian87%86%89%70%
Black74%70%60%70%
Hispanic66%62%64%70%
White89%80%81%70%
Economically Disadvantaged70%66%63%70%
English Learners69%64%57%70%
Students with Disabilities46%38%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 Students73%
Asian86%
Black<
Hispanic62%
White93%
Economically Disadvantaged75%
English Learners68%
Students with Disabilities20%

< = 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 Students77%79%
Asian80%87%
Black73%78%
Hispanic70%72%
White93%91%
Economically Disadvantaged72%75%
English Learners68%74%
Students with Disabilities46%58%

< = 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 Students7%9%9%10%
Asian10%11%5%10%
Black3%6%9%10%
Hispanic5%7%9%10%
White6%8%9%10%
Economically Disadvantaged8%10%13%10%
English Learners8%9%8%10%
Students with Disabilities11%17%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress61%46%58%
English Learner Proficiency13%--
< = 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 Progress12119961%
English Learner Proficiency3526913%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged99%99%100%
Not Economically Disadvantaged100%100%100%
English Learners99%99%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female99%99%100%
Male100%100%100%
Migrant---

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

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