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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
School Number: 970
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 53 71 29 16 57 73 27 14 64 77 23
Female 20 55 76 24 18 57 75 25 8 66 75 25
Male 16 50 67 33 15 56 71 29 19 61 80 20
American Indian < < < < < < < < < < 100 0
Asian 26 61 87 13 23 63 87 13 21 67 88 12
Black 5 55 60 40 9 65 74 26 10 60 70 30
Hispanic 10 54 65 35 10 54 64 36 5 64 69 31
White 37 45 82 18 39 50 89 11 33 60 93 7
Two or more races < < < < < < < < < < < <
Students with Disabilities 10 31 41 59 8 38 46 54 8 38 46 54
Students without Disabilities 19 56 75 25 17 58 76 24 14 67 81 19
Economically Disadvantaged 11 57 68 32 14 54 68 32 8 63 71 29
Not Economically Disadvantaged 29 46 75 25 21 62 83 17 23 66 89 11
English Learners 11 54 65 35 6 47 53 47 2 63 65 35
Homeless 8 42 50 50 11 41 51 49 8 56 64 36
Military Connected < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 57 68 32 15 60 75 25 22 64 87 13
Female 15 57 72 28 12 57 69 31 11 76 86 14
Male 5 58 63 38 18 62 80 20 31 56 87 13
Asian 8 83 92 8 18 65 82 18 24 64 88 12
Black - 50 50 50 < < 100 0 < < 100 0
Hispanic 7 54 61 39 14 52 66 34 7 71 78 22
White 33 53 87 13 25 63 88 13 44 56 100 0
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < 10 30 40 60 < < < <
Students without Disabilities 10 58 68 32 16 64 79 21 24 65 89 11
Economically Disadvantaged 5 56 62 38 15 49 64 36 13 70 83 17
Not Economically Disadvantaged 19 59 78 22 15 76 91 9 41 52 93 7
English Learners 4 58 62 38 9 52 61 39 2 72 74 26
Homeless 7 57 64 36 15 62 77 23 < < < <
Military Connected < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 61 74 26 18 53 71 29 13 70 83 18
Female 12 76 88 12 21 50 71 29 10 68 78 22
Male 14 49 63 37 13 58 70 30 15 72 87 13
American Indian < < 100 0 < < 100 0
Asian 22 65 87 13 43 43 86 14 29 57 86 14
Black < < < < 18 55 73 27 < < 100 0
Hispanic 2 65 67 33 4 58 62 38 7 67 74 26
White 31 50 81 19 54 31 85 15 25 75 100 0
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 9 9 18 82 < < < < 8 46 54 46
Students without Disabilities 14 68 82 18 18 54 72 28 13 75 88 12
Economically Disadvantaged 11 67 77 23 11 53 64 36 8 67 75 25
Not Economically Disadvantaged 18 52 70 30 33 53 87 13 19 75 94 6
English Learners 9 65 74 26 6 49 55 45 - 71 71 29
Homeless < < < < 9 36 45 55 - 64 64 36
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 33 37 71 29 17 57 74 26 6 59 65 35
Female 37 29 66 34 19 67 86 14 5 59 64 36
Male 30 45 75 25 15 49 64 36 7 59 66 34
Asian 55 27 82 18 14 76 90 10 8 85 92 8
Black < < 100 0 < < < < - 40 40 60
Hispanic 26 40 66 34 12 52 64 36 2 56 58 42
White 44 33 78 22 40 53 93 7 27 53 80 20
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 8 42 50 50 - 50 50 50 < < < <
Students without Disabilities 38 37 75 25 19 58 77 23 5 62 67 33
Economically Disadvantaged 20 45 65 35 17 59 76 24 3 52 56 44
Not Economically Disadvantaged 49 29 77 23 17 53 70 30 11 69 81 19
English Learners 24 32 55 45 - 32 32 68 3 44 47 53
Homeless < < < < 8 23 31 69 6 59 65 35
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 44 81 19 15 56 71 29 19 52 70 30
Female 28 56 83 17 9 72 81 19 23 41 64 36
Male 44 34 78 22 19 43 62 38 12 66 78 22
Asian 50 33 83 17 29 57 86 14 31 62 92 8
Black < < 100 0 < < < < - 70 70 30
Hispanic 31 47 78 22 2 56 58 42 7 51 58 42
White 44 44 89 11 33 60 93 7 67 27 93 7
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 8 54 62 38 - 20 20 80 < < < <
Students without Disabilities 42 42 84 16 16 60 77 23 18 53 72 28
Economically Disadvantaged 26 50 76 24 11 61 71 29 10 49 59 41
Not Economically Disadvantaged 49 37 86 14 23 47 70 30 33 56 89 11
English Learners 26 46 72 28 - 36 36 64 - 36 36 64
Homeless < < < < 8 23 31 69 6 53 59 41
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 36 44 81 19 15 56 71 29 19 52 70 30
Female 28 56 83 17 9 72 81 19 23 41 64 36
Male 44 34 78 22 19 43 62 38 12 66 78 22
Asian 50 33 83 17 29 57 86 14 31 62 92 8
Black < < 100 0 < < < < - 70 70 30
Hispanic 31 47 78 22 2 56 58 42 7 51 58 42
White 44 44 89 11 33 60 93 7 67 27 93 7
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 8 54 62 38 - 20 20 80 < < < <
Students without Disabilities 42 42 84 16 16 60 77 23 18 53 72 28
Economically Disadvantaged 26 50 76 24 11 61 71 29 10 49 59 41
Not Economically Disadvantaged 49 37 86 14 23 47 70 30 33 56 89 11
English Learners 26 46 72 28 - 36 36 64 - 36 36 64
Homeless < < < < 8 23 31 69 6 53 59 41
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 35 50 85 15 47 42 89 11 29 57 86 14
Female 30 59 89 11 57 27 83 17 30 55 85 15
Male 42 39 81 19 36 60 96 4 27 59 86 14
Asian 44 44 88 13 80 20 100 0 < < 100 0
Black < < < < 30 60 90 10 < < < <
Hispanic 22 70 93 7 37 42 79 21 33 50 83 17
White 47 29 76 24 73 27 100 0 36 55 91 9
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 37 52 89 11 50 42 92 8 32 58 89 11
Economically Disadvantaged 28 69 97 3 36 45 82 18 19 62 81 19
Not Economically Disadvantaged 45 24 69 31 64 36 100 0 38 52 90 10
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 50 85 15 47 42 89 11 29 56 85 15
Female 30 59 89 11 57 27 83 17 32 53 84 16
Male 42 39 81 19 36 60 96 4 27 59 86 14
Asian 44 44 88 13 80 20 100 0 < < 100 0
Black < < < < 30 60 90 10 < < < <
Hispanic 22 70 93 7 37 42 79 21 35 47 82 18
White 47 29 76 24 73 27 100 0 36 55 91 9
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 37 52 89 11 50 42 92 8 32 58 89 11
Economically Disadvantaged 28 69 97 3 36 45 82 18 20 60 80 20
Not Economically Disadvantaged 45 24 69 31 64 36 100 0 38 52 90 10
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School6714
Division323211271
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten171713
Kindergarten1008294
Grade 19710788
Grade 29094105
Grade 3898999
Grade 4938587
Grade 59010188
Total Students576575574

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students576575574
Female278287290
Male298288284
American Indian554
Asian123107111
Black383640
Hispanic279308300
Native Hawaiian1--
White114104108
Two or more races161511
Students with Disabilities635865
Students without Disabilities513517509
Economically Disadvantaged362380363
Not Economically Disadvantaged214195211
English Learners326358366
Not English Learners250217208
Homeless749658
Military Connected16-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division9,437.003,832.00280.00
State6,084.004,849.00812.00
2016-2017Division9,914.004,101.00302.00
State6,248.005,052.00871.00
2017-2018Division10,069.004,179.00300.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students486695233751444
Female240312572225925
Male246382661525519
American Indian<<<<<<
Asian1031610612997
Black305371370
Hispanic237302611526828
Native Hawaiian<<<<--
White98141016948
Two or more races93142131
Students with Disabilities43113953511
Economically Disadvantaged291463243032536
English Learners282373122632830
Homeless7597279113
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian1.50.90.9
Asian21.921.418.6
Black6.46.666.76.3
Hispanic4748.453.6
Native Hawaiian0.3500.2--
White20.52519.833.318.1
Two or more races2.4252.82.6100
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian1.50.90.9
Asian21.921.418.6
Black6.46.66.3
Hispanic4748.453.6
Native Hawaiian0.30.2
White20.519.818.1
Two or more races2.42.82.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian1.50.90.9
Asian21.921.418.6
Black6.46.66.3
Hispanic4748.453.6
Native Hawaiian0.30.2--
White20.519.818.1
Two or more races2.42.82.6
< = 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 56.760.862.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 25.525.423.1
< = 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 81.68184
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School14.7%5.3%
Division10.4%2.1%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201735%63%2%0%
2017-201836%62%1%1%
2018-201934%62%3%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-Yes-
AsianNoNo-Yes-
BlackYesYes-Yes-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesTSYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students71%69%73%75%
Asian80%77%87%75%
Black85%74%60%75%
Hispanic59%61%63%75%
White86%82%81%75%
Economically Disadvantaged63%63%62%75%
English Learners59%61%53%75%
Students with Disabilities46%39%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%73%74%70%
Asian88%87%89%70%
Black67%67%60%70%
Hispanic66%65%64%70%
White93%86%81%70%
Economically Disadvantaged68%68%63%70%
English Learners70%67%57%70%
Students with Disabilities46%44%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students68%
Asian92%
Black64%
Hispanic56%
White93%
Economically Disadvantaged56%
English Learners56%
Students with Disabilities<

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students78%78%
Asian84%90%
Black90%67%
Hispanic68%70%
White89%93%
Economically Disadvantaged72%71%
English Learners69%73%
Students with Disabilities67%58%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students8%9%9%10%
Asian7%10%5%10%
Black-5%9%10%
Hispanic9%9%9%10%
White8%9%9%10%
Economically Disadvantaged10%11%13%10%
English Learners8%9%8%10%
Students with Disabilities24%19%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress61%46%58%
English Learner Proficiency15%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress13321761%
English Learner Proficiency4529815%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%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---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 35%
Division 15%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School 66%
Division 89%
State 81%
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