Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

George P. Phenix Elementary

General school information

Category: Combined (PK-08) School
Phone: 757-268-3500
Address: 1061 Big Bethel Road Hampton, VA 23666
Principal: Ms. Robin L. Hunt-Crenshaw
Superintendent: Dr. Jeffery O. Smith
Region: 2
Division: Hampton City 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

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

ESSA

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 Two
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

Writing

Writing 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 writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing 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: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 69 55 31 30 88 58 12 35 85 51 15
Female 23 83 60 17 40 94 54 6 44 96 52 4
Male 5 57 51 43 19 82 63 18 28 77 49 23
Asian < < < < < 100 < 0 < 100 < 0
Black 11 69 57 31 27 84 56 16 27 86 59 14
Hispanic 17 58 42 42 30 100 70 0 54 85 31 15
White 11 74 63 26 40 92 52 8 42 79 38 21
Two or more races 29 86 57 14 27 100 73 0 50 83 33 17
Students with Disabilities - 14 14 86 14 36 21 64 18 50 32 50
Students without Disabilities 16 78 62 22 32 94 62 6 38 91 54 9
Economically Disadvantaged 10 60 50 40 9 84 75 16 25 77 52 23
Not Economically Disadvantaged 15 73 58 27 39 90 51 10 39 89 50 11
English Learners < < < < < 100 < 0 < 100 < 0
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 69 55 31 30 88 58 12 35 85 51 15
Female 23 83 60 17 40 94 54 6 44 96 52 4
Male 5 57 51 43 19 82 63 18 28 77 49 23
Asian < < < < < 100 < 0 < 100 < 0
Black 11 69 57 31 27 84 56 16 27 86 59 14
Hispanic 17 58 42 42 30 100 70 0 54 85 31 15
White 11 74 63 26 40 92 52 8 42 79 38 21
Two or more races 29 86 57 14 27 100 73 0 50 83 33 17
Students with Disabilities - 14 14 86 14 36 21 64 18 50 32 50
Students without Disabilities 16 78 62 22 32 94 62 6 38 91 54 9
Economically Disadvantaged 10 60 50 40 9 84 75 16 25 77 52 23
Not Economically Disadvantaged 15 73 58 27 39 90 51 10 39 89 50 11
English Learners < < < < < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 13 83 70 17 15 85 70 15 13 80 67 20
Female 14 82 69 18 15 85 70 15 12 81 69 19
Male 13 83 70 17 14 85 71 15 15 80 65 20
American Indian < < < < < 100 < 0 < < < <
Asian 43 86 43 14 38 94 56 6 55 95 40 5
Black 9 81 72 19 9 81 72 19 10 76 66 24
Hispanic 11 84 73 16 18 88 70 12 10 92 82 8
Native Hawaiian < < < < < < < < < < < <
White 20 86 66 14 25 89 64 11 21 84 63 16
Two or more races 14 87 72 13 17 91 74 9 13 83 71 17
Students with Disabilities 8 49 41 51 12 51 39 49 16 51 35 49
Students without Disabilities 14 88 74 12 15 90 75 10 13 84 71 16
Economically Disadvantaged 9 73 65 27 10 80 70 20 9 73 64 27
Not Economically Disadvantaged 16 88 72 12 18 88 70 12 16 85 68 15
English Learners 28 94 67 6 31 94 63 6 24 84 60 16
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 11 81 69 19 14 86 73 14 16 81 66 19
Female 10 73 63 27 11 84 73 16 12 81 69 19
Male 13 87 75 13 16 89 73 11 18 82 63 18
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 80 73 20 10 82 73 18 10 71 60 29
Hispanic 8 75 67 25 25 100 75 0 20 93 73 7
White 16 81 65 19 19 86 67 14 30 94 64 6
Two or more races 9 91 82 9 19 94 75 6 6 88 82 12
Students with Disabilities 10 48 38 52 11 74 63 26 18 55 36 45
Students without Disabilities 12 86 74 14 14 88 74 12 15 84 68 16
Economically Disadvantaged 9 73 64 28 8 82 74 18 16 82 67 18
Not Economically Disadvantaged 14 88 74 12 19 90 71 10 16 81 65 19
English Learners < 100 < 0 < < < < < 100 < 0
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 27 89 62 11 22 83 61 17 21 78 57 22
Female 27 89 62 11 23 82 59 18 17 84 67 16
Male 27 89 61 11 22 84 62 16 24 73 49 27
Asian < < < < < 100 < 0 < 100 < 0
Black 16 86 71 14 13 84 71 16 15 72 57 28
Hispanic 23 92 69 8 < < < < 15 85 69 15
White 49 95 46 5 30 83 53 18 28 87 59 13
Two or more races 20 87 67 13 43 86 43 14 28 78 50 22
Students with Disabilities 22 61 39 39 19 43 24 57 12 46 35 54
Students without Disabilities 28 94 65 6 23 88 66 12 23 84 62 16
Economically Disadvantaged 19 85 65 15 12 80 69 20 14 72 58 28
Not Economically Disadvantaged 33 92 59 8 32 86 53 14 26 82 56 18
English Learners < 100 < 0 < 100 < 0 < < < <
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 23 74 51 26 28 87 60 13 12 62 50 38
Female 23 77 54 23 27 87 60 13 10 61 51 39
Male 22 71 49 29 28 88 60 12 14 63 49 37
American Indian < < < < < < < <
Asian < < < < < < < < < < < <
Black 20 73 53 27 18 82 65 18 8 59 51 41
Hispanic < < < < 20 80 60 20 17 75 58 25
White 28 76 48 24 46 95 49 5 15 59 44 41
Two or more races 24 76 53 24 18 94 76 6 14 71 57 29
Students with Disabilities 7 21 14 79 5 40 35 60 18 41 23 59
Students without Disabilities 24 80 55 20 32 96 64 4 11 65 54 35
Economically Disadvantaged 11 57 47 43 20 83 63 17 6 49 43 51
Not Economically Disadvantaged 29 82 53 18 33 91 57 9 17 74 57 26
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 78 78 22 2 70 68 30 1 87 86 13
Female - 72 72 28 2 70 68 30 - 85 85 15
Male - 82 82 18 1 70 68 30 2 90 88 10
Black - 77 77 23 - 65 65 35 2 87 85 13
Hispanic < < < < < < < < < 100 < 0
White - 76 76 24 5 80 75 20 - 83 83 17
Two or more races < < < < - 85 85 15 - 87 87 13
Students with Disabilities - 50 50 50 - 33 33 67 9 55 45 45
Students without Disabilities - 85 85 15 2 77 75 23 - 92 92 8
Economically Disadvantaged - 65 65 35 2 69 67 31 2 89 87 11
Not Economically Disadvantaged - 86 86 14 1 70 69 30 - 85 85 15
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 74 65 26 6 71 64 29 6 66 59 34
Female 3 83 79 17 3 65 61 35 7 58 51 42
Male 13 68 55 33 9 74 66 26 6 73 67 27
Black 10 71 60 29 4 66 63 34 7 64 57 36
Hispanic < < < < < 100 < 0 < 100 < 0
White - 70 70 30 10 80 70 20 - 67 67 33
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 14 50 36 50 23 64 41 36 21 50 29 50
Students without Disabilities 7 80 73 20 - 73 73 27 1 71 70 29
Economically Disadvantaged 14 62 48 38 5 66 61 34 10 63 54 37
Not Economically Disadvantaged 5 83 78 18 8 75 68 25 4 67 63 33
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 85 83 15 6 92 86 8 8 91 82 9
Female 2 83 82 17 11 98 88 2 5 95 90 5
Male 1 86 84 14 2 87 84 13 11 87 76 13
Asian < < < < < 100 < 0 < 100 < 0
Black - 83 83 17 5 90 85 10 6 89 83 11
Hispanic 7 87 80 13 < < < < - 100 100 0
White 4 92 88 8 9 96 87 4 17 94 77 6
Two or more races - 83 83 17 - 100 100 0 6 89 83 11
Students with Disabilities - 53 53 47 15 46 31 54 17 63 46 38
Students without Disabilities 2 89 88 11 5 96 91 4 7 95 88 5
Economically Disadvantaged 2 87 85 13 6 86 80 14 6 84 78 16
Not Economically Disadvantaged 1 83 82 17 6 95 89 5 9 94 85 6
English Learners < < < < < 100 < 0 < 100 < 0
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 98 80 2 13 100 87 0 24 99 75 1
Female 19 100 81 0 18 100 82 0 36 100 64 0
Male 16 95 79 5 8 100 92 0 14 98 84 2
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 16 100 84 0 11 100 89 0 24 100 76 0
Hispanic < < < < < 100 < 0 < 100 < 0
White 14 95 82 5 13 100 87 0 36 91 55 9
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 18 99 81 1 14 100 86 0 24 99 75 1
Economically Disadvantaged 8 85 77 15 12 100 88 0 25 100 75 0
Not Economically Disadvantaged 19 100 81 0 14 100 86 0 24 98 75 2
English Learners < 100 < 0 < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 100 77 0 36 100 64 0 36 100 64 0
Female 36 100 64 0 32 100 68 0 29 100 71 0
Male < 100 < 0 41 100 59 0 45 100 55 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 33 100 67 0 30 100 70 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White < 100 < 0 < 100 < 0 < 100 < 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 23 100 77 0 37 100 63 0 36 100 64 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < 100 < 0
Not Economically Disadvantaged 26 100 74 0 35 100 65 0 40 100 60 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

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

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 37 89 52 11 44 94 49 6 35 89 53 11
Female 36 90 53 10 44 95 51 5 38 92 53 8
Male 37 89 52 11 44 93 48 7 33 86 53 14
American Indian < 100 < 0 < < < <
Asian < < < < 40 90 50 10 75 100 25 0
Black 34 88 54 12 33 92 59 8 28 86 59 14
Hispanic 29 82 53 18 29 94 65 6 48 100 52 0
White 47 96 49 4 70 97 27 3 44 93 49 7
Two or more races 38 97 59 3 57 96 39 4 50 85 35 15
Students with Disabilities 11 53 42 47 18 64 45 36 14 59 45 41
Students without Disabilities 40 94 54 6 48 98 50 2 39 93 54 7
Economically Disadvantaged 30 82 52 18 32 93 61 7 30 83 53 17
Not Economically Disadvantaged 40 93 53 7 52 95 42 5 39 92 53 8
English Learners < < < < < 100 < 0 50 100 50 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 88 71 12 24 94 70 6 23 88 65 12
Female 19 90 71 10 26 96 69 4 29 92 63 8
Male 16 87 71 13 21 93 71 7 18 85 67 15
Asian < < < < < 100 < 0 < 100 < 0
Black 14 86 72 14 19 92 73 8 15 84 69 16
Hispanic 15 85 69 15 < 100 < 0 25 100 75 0
White 26 96 70 4 39 96 57 4 39 96 57 4
Two or more races 21 100 79 0 36 100 64 0 42 83 42 17
Students with Disabilities - 50 50 50 8 67 58 33 11 47 37 53
Students without Disabilities 20 94 74 6 25 97 71 3 25 93 69 7
Economically Disadvantaged 15 85 70 15 6 92 86 8 14 76 61 24
Not Economically Disadvantaged 18 90 71 10 34 95 61 5 27 93 66 7
English Learners < < < < < 100 < 0 < 100 < 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 56 91 35 9 66 93 27 7 49 89 40 11
Female 55 92 37 8 64 94 30 6 48 91 43 9
Male 57 91 33 9 69 92 23 8 49 87 37 13
American Indian < 100 < 0 < < < <
Asian < < < < < < < < < 100 < 0
Black 53 91 38 9 54 92 38 8 42 88 46 13
Hispanic < < < < < < < < 75 100 25 0
White 68 96 28 4 88 98 10 3 50 91 41 9
Two or more races 50 94 44 6 71 94 24 6 57 86 29 14
Students with Disabilities 14 57 43 43 22 56 33 44 21 58 37 42
Students without Disabilities 61 95 34 5 73 99 26 1 52 93 41 7
Economically Disadvantaged 43 83 39 17 54 93 39 7 41 88 47 12
Not Economically Disadvantaged 63 96 33 4 75 93 18 7 57 90 33 10
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division33130
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten9598102
Kindergarten106143125
Grade 1160109140
Grade 2134146109
Grade 3162140157
Grade 4180156149
Grade 5142170173
Grade 6172136187
Grade 7164175149
Grade 8149163179
Total Students1,4641,4361,470
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 Students146414361470
Female693666709
Male771770761
American Indian265
Asian422933
Black826803843
Hispanic128124129
Native Hawaiian431
White318309305
Two or more races144162154
Students with Disabilities173169192
Students without Disabilities129112671278
Economically Disadvantaged491504553
Not Economically Disadvantaged973932917
English Learners404347
Not English Learners142413931423
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
63.3 64.1 64.4

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
2014-20153,818.005,880.001,031.00
2015-20163,682.005,919.001,063.00
2016-20173,858.006,136.001,103.00

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 Students125070126788127277
Female593305984060133
Male657406694867144
American Indian<<<<<<
Asian341402291
Black696407164771436
Hispanic978931511113
Native Hawaiian<<<<<<
White283172851727217
Two or more races133412871418
Students with Disabilities162131671215918
Economically Disadvantaged480425285052138
English Learners420452432
Homeless<<56<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 26
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 55
Disorderly or Disruptive Behavior Offenses 54
Alcohol, Tobacco, and Other Drug Offenses <
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1370.418
Asian2.8692.0191.04
Black56.42167.9655.91976.04
Hispanic8.7436.88.6356.25
Native Hawaiian0.2730.209
White21.72115.5321.51812.5
Two or more races9.8369.7111.2814.17
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1370.418
Asian2.8692.019
Black56.42166.6755.919100
Hispanic8.7438.635
Native Hawaiian0.2730.209
White21.72133.3321.518
Two or more races9.83611.281
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.1370.418
Asian2.8692.019
Black56.42155.919
Hispanic8.7438.635
Native Hawaiian0.2730.209
White21.72121.518
Two or more races9.83611.281
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 41.1935.3339.01
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 41.8843.7246.03
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 86.2890.1788.17
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 - - - 11.3% - 7.8%
Division
All Schools 0.3% 0.2% 12.1% 10.5% 8.8% 6.6%
High Poverty 0.3% 0.4% 12.1% 13.7% 8.8% 7.1%
Low Poverty - - - - - -
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 Education1%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201641%56%1%2%
2016-201745%49%2%4%
2017-201844%50%2%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-No-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-Yes-

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

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.
ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students82%80%73%75%
Asian86%80%87%75%
Black78%76%60%75%
Hispanic90%85%63%75%
White88%86%81%75%
Economically Disadvantaged80%75%62%75%
English Learners76%76%53%75%
Students with Disabilities47%45%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 Students81%82%74%70%
Asian91%90%89%70%
Black77%79%60%70%
Hispanic93%88%64%70%
White84%86%81%70%
Economically Disadvantaged74%75%63%70%
English Learners84%90%57%70%
Students with Disabilities52%49%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 Students85%
Asian100%
Black82%
Hispanic96%
White88%
Economically Disadvantaged78%
English Learners90%
Students with Disabilities49%

< = 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 Students84%83%
Asian86%95%
Black81%80%
Hispanic93%94%
White89%87%
Economically Disadvantaged81%77%
English Learners80%88%
Students with Disabilities55%62%

< = 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 Students6%6%9%10%
Asian3%4%5%10%
Black5%5%9%10%
Hispanic10%11%9%10%
White6%6%9%10%
Economically Disadvantaged7%8%13%10%
English Learners4%3%8%10%
Students with Disabilities10%8%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress60%46%58%
English Learner Proficiency17%--
< = 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 Progress122060%
English Learner Proficiency52917%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%99%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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