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Glenwood Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-648-2520
Address: 2213 Round Hill Dr Virginia Beach, VA 23464
Principal: Mr. David B. French
Superintendent: Dr. Aaron C. Spence
School Number: 870
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two 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 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 28 58 85 15 28 57 85 15 27 61 88 12
Female 32 56 89 11 32 54 86 14 34 57 91 9
Male 23 59 82 18 24 60 83 17 20 64 84 16
Asian 29 59 88 12 35 56 91 9 32 65 96 4
Black 13 59 72 28 14 58 72 28 17 58 75 25
Hispanic 22 69 91 9 24 59 83 17 26 59 84 16
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 38 52 89 11 35 55 90 10 29 66 94 6
Two or more races 32 60 92 8 30 61 91 9 36 52 89 11
Students with Disabilities 21 46 67 33 12 40 52 48 13 36 49 51
Students without Disabilities 28 59 88 12 30 59 89 11 28 63 91 9
Economically Disadvantaged 19 62 81 19 20 59 79 21 19 58 78 22
Not Economically Disadvantaged 33 55 88 12 33 55 89 11 32 62 95 5
English Learners 7 80 87 13 10 70 80 20 19 44 63 38
Military Connected 37 51 88 12 27 67 94 6
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 23 61 84 16 23 60 83 17 25 61 87 13
Female 33 56 89 11 27 57 84 16 33 56 89 11
Male 12 67 79 21 19 63 82 18 19 66 84 16
Asian 25 65 90 10 25 65 90 10 33 58 92 8
Black 15 56 71 29 3 59 63 38 20 60 80 20
Hispanic 14 77 91 9 46 38 85 15 28 48 76 24
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 29 56 85 15 31 57 88 12 26 69 95 5
Two or more races 22 72 94 6 16 79 95 5 30 55 85 15
Students with Disabilities 14 62 76 24 6 50 56 44 10 40 50 50
Students without Disabilities 24 61 85 15 25 61 87 13 26 63 89 11
Economically Disadvantaged 19 61 81 19 13 60 73 27 16 64 80 20
Not Economically Disadvantaged 25 61 86 14 29 60 89 11 32 59 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected 30 59 89 11 25 66 91 9
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 26 56 82 18 27 59 86 14 23 59 82 18
Female 29 56 85 15 35 55 90 10 24 65 89 11
Male 24 56 79 21 17 64 82 18 21 55 76 24
Asian 20 60 80 20 36 59 95 5 24 71 95 5
Black 18 55 73 27 10 64 74 26 7 44 52 48
Hispanic 6 78 83 17 15 69 85 15 29 47 76 24
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 42 46 88 12 31 56 87 13 27 65 92 8
Two or more races 22 61 83 17 45 50 95 5 22 67 89 11
Students with Disabilities 21 37 58 42 13 33 47 53 27 13 40 60
Students without Disabilities 27 59 86 14 28 62 90 10 22 65 87 13
Economically Disadvantaged 14 64 78 22 20 62 82 18 17 46 63 37
Not Economically Disadvantaged 33 51 84 16 31 58 89 11 26 68 94 6
English Learners < < < < < < 100 0 < < < <
Military Connected 39 50 89 11 23 69 91 9
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 34 56 90 10 34 51 85 15 32 61 93 7
Female 34 58 92 8 34 51 85 15 42 53 95 5
Male 34 55 89 11 34 52 86 14 21 71 92 8
Asian 37 53 89 11 46 38 85 15 38 63 100 0
Black 8 66 74 26 27 51 78 22 20 65 85 15
Hispanic 39 57 96 4 21 58 79 21 21 75 96 4
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 43 53 96 4 43 54 96 4 33 63 96 4
Two or more races 53 47 100 0 28 56 83 17 52 39 91 9
Students with Disabilities 33 33 67 33 14 38 52 48 - 57 57 43
Students without Disabilities 34 58 92 8 37 54 91 9 35 62 97 3
Economically Disadvantaged 24 60 84 16 25 57 82 18 25 62 87 13
Not Economically Disadvantaged 42 53 95 5 40 48 88 12 37 61 98 2
English Learners < < < < < < 100 0 < < 100 0
Military Connected 41 44 85 15 33 67 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 58 86 14 31 53 85 15 32 60 92 8
Female 27 59 87 13 33 52 85 15 32 61 93 7
Male 30 56 86 14 30 55 84 16 32 60 91 9
Asian 42 56 98 2 49 45 95 5 54 46 100 0
Black 17 55 72 28 13 59 72 28 19 65 83 17
Hispanic 22 61 84 16 17 62 79 21 24 67 91 9
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 32 59 91 9 42 48 90 10 36 59 94 6
Two or more races 37 58 95 5 28 63 91 9 33 64 97 3
Students with Disabilities 22 41 63 37 12 35 46 54 13 49 62 38
Students without Disabilities 30 60 89 11 34 56 90 10 34 61 95 5
Economically Disadvantaged 17 61 78 22 21 58 79 21 24 60 84 16
Not Economically Disadvantaged 36 55 92 8 38 50 88 12 38 61 98 2
English Learners 20 60 80 20 20 50 70 30 25 56 81 19
Military Connected 40 52 92 8 31 65 96 4
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 20 61 81 19 21 61 82 18 29 64 93 7
Female 27 58 85 15 21 64 85 15 24 69 93 7
Male 13 64 78 22 21 59 79 21 33 59 92 8
Asian 40 60 100 0 30 60 90 10 67 33 100 0
Black 15 51 66 34 6 56 63 38 24 58 82 18
Hispanic 14 64 77 23 15 69 85 15 20 76 96 4
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 20 63 82 18 27 59 86 14 31 65 95 5
Two or more races 17 78 94 6 16 79 95 5 25 75 100 0
Students with Disabilities 15 50 65 35 19 25 44 56 10 50 60 40
Students without Disabilities 21 63 84 16 21 66 87 13 30 65 95 5
Economically Disadvantaged 13 58 71 29 13 62 75 25 20 64 84 16
Not Economically Disadvantaged 25 63 88 12 25 61 87 13 35 64 99 1
English Learners < < 100 0 < < < < < < 100 0
Military Connected 24 65 89 11 34 64 98 2
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 27 56 83 17 32 55 87 13 29 62 91 9
Female 19 63 81 19 39 48 86 14 24 68 92 8
Male 35 50 85 15 24 63 87 13 32 58 90 10
Asian 10 80 90 10 64 32 95 5 38 62 100 0
Black 24 48 73 27 8 72 79 21 7 71 79 21
Hispanic 18 47 65 35 12 65 77 23 29 53 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 31 62 92 8 43 46 89 11 34 62 96 4
Two or more races 36 55 91 9 30 65 95 5 33 61 94 6
Students with Disabilities 21 32 53 47 7 53 60 40 27 40 67 33
Students without Disabilities 28 60 88 12 34 55 89 11 29 65 94 6
Economically Disadvantaged 12 59 71 29 22 62 83 17 17 65 83 17
Not Economically Disadvantaged 36 54 90 10 38 51 89 11 36 60 96 4
English Learners < < < < < < 100 0 < < < <
Military Connected 43 50 93 7 23 69 91 9
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 39 56 94 6 41 44 85 15 38 55 93 7
Female 36 58 93 7 38 45 83 17 45 49 95 5
Male 41 54 95 5 43 43 86 14 29 62 91 9
Asian 60 40 100 0 54 46 100 0 63 38 100 0
Black 14 65 78 22 24 49 73 27 20 68 88 13
Hispanic 32 68 100 0 26 53 79 21 25 68 93 7
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 47 51 98 2 56 39 94 6 43 49 92 8
Two or more races 58 42 100 0 39 44 83 17 39 57 96 4
Students with Disabilities 33 42 75 25 10 29 38 62 - 57 57 43
Students without Disabilities 39 57 96 4 46 46 93 7 41 55 96 4
Economically Disadvantaged 25 65 90 10 28 50 78 22 32 52 84 16
Not Economically Disadvantaged 49 48 98 2 50 39 89 11 41 58 99 1
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 51 41 93 7 33 64 98 2
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 37 58 94 6 30 55 85 15 43 51 93 7
Female 30 62 92 8 25 60 85 15 46 48 95 5
Male 43 54 96 4 34 51 85 15 39 53 92 8
Asian 45 55 100 0 46 46 92 8 63 38 100 0
Black 14 68 81 19 22 54 76 24 20 65 85 15
Hispanic 39 61 100 0 5 74 79 21 29 64 93 7
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 43 53 96 4 41 52 93 7 55 41 96 4
Two or more races 58 42 100 0 28 61 89 11 48 48 96 4
Students with Disabilities 33 50 83 17 14 24 38 62 7 50 57 43
Students without Disabilities 37 58 95 5 33 60 93 7 46 51 97 3
Economically Disadvantaged 22 68 90 10 18 63 82 18 29 57 86 14
Not Economically Disadvantaged 48 49 98 2 38 49 87 13 53 46 99 1
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 32 59 90 10 52 48 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 58 94 6 30 55 85 15 43 51 93 7
Female 30 62 92 8 25 60 85 15 46 48 95 5
Male 43 54 96 4 34 51 85 15 39 53 92 8
Asian 45 55 100 0 46 46 92 8 63 38 100 0
Black 14 68 81 19 22 54 76 24 20 65 85 15
Hispanic 39 61 100 0 5 74 79 21 29 64 93 7
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 43 53 96 4 41 52 93 7 55 41 96 4
Two or more races 58 42 100 0 28 61 89 11 48 48 96 4
Students with Disabilities 33 50 83 17 14 24 38 62 7 50 57 43
Students without Disabilities 37 58 95 5 33 60 93 7 46 51 97 3
Economically Disadvantaged 22 68 90 10 18 63 82 18 29 57 86 14
Not Economically Disadvantaged 48 49 98 2 38 49 87 13 53 46 99 1
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 32 59 90 10 52 48 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 53 44 97 3 48 41 90 10 58 37 95 5
Female 51 44 96 4 43 45 88 12 64 31 95 5
Male 54 44 99 1 53 38 91 9 51 44 95 5
Asian 63 37 100 0 69 23 92 8 75 25 100 0
Black 29 66 95 5 30 51 81 19 38 53 90 10
Hispanic 71 29 100 0 37 63 100 0 39 54 93 7
Native Hawaiian < < < < < < 100 0 < < 100 0
White 57 40 98 2 61 31 93 7 67 29 96 4
Two or more races 53 47 100 0 47 41 88 12 74 22 96 4
Students with Disabilities 23 69 92 8 5 52 57 43 21 36 57 43
Students without Disabilities 56 42 98 2 56 39 95 5 61 37 98 2
Economically Disadvantaged 38 59 97 3 33 52 85 15 45 45 90 10
Not Economically Disadvantaged 65 33 98 2 59 34 93 7 67 31 98 2
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 56 39 95 5 69 29 98 2
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 52 45 97 3 49 41 89 11 58 37 95 5
Female 50 46 96 4 44 44 88 13 64 31 95 5
Male 54 44 99 1 53 38 91 9 51 44 95 5
Asian 63 37 100 0 69 23 92 8 75 25 100 0
Black 29 66 95 5 29 50 79 21 38 53 90 10
Hispanic 70 30 100 0 37 63 100 0 39 54 93 7
Native Hawaiian < < < < < < 100 0 < < 100 0
White 57 41 98 2 61 31 93 7 67 29 96 4
Two or more races 53 47 100 0 47 41 88 12 74 22 96 4
Students with Disabilities 9 82 91 9 - 50 50 50 21 36 57 43
Students without Disabilities 56 42 98 2 56 39 95 5 61 37 98 2
Economically Disadvantaged 38 59 97 3 34 51 85 15 45 45 90 10
Not Economically Disadvantaged 64 34 98 2 59 33 93 7 67 31 98 2
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 56 39 95 5 69 29 98 2
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
School1--
Division150113112
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten717485
Kindergarten142163131
Grade 1157152175
Grade 2150167154
Grade 3159138170
Grade 4143164136
Grade 5153144170
Total Students9751,0021,021

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students97510021021
Female456476486
Male519526535
American Indian11-
Asian110108111
Black245233233
Hispanic130133134
Native Hawaiian131315
White344368382
Two or more races132146146
Students with Disabilities116121120
Students without Disabilities859881901
Economically Disadvantaged406402399
Not Economically Disadvantaged569600622
English Learners243647
Not English Learners951966974
Homeless339
Military Connected55297302
Foster Care42-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division5,237.004,591.001,004.00
State5,761.004,621.00875.00
2013-2014Division5,277.004,683.00865.00
State5,807.004,651.00784.00
2014-2015Division5,392.004,844.00914.00
State5,933.004,819.00771.00
2015-2016Division5,450.004,886.00849.00
State6,084.004,849.00812.00
2016-2017Division5,563.005,049.00895.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students847758755788852
Female399294162743620
Male448464593045232
American Indian<<<<--
Asian93710341024
Black22213195152048
Hispanic10812108111148
Native Hawaiian111150140
White298303292032725
Two or more races1141212471277
Students with Disabilities91158215769
Economically Disadvantaged343343193735530
English Learners332304474
Homeless<<<<113
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 64
Other Offenses Against Persons 18
All Other Offenses <
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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian11.310.86.5
Black25.15023.325.8
Hispanic13.38.313.3
Native Hawaiian1.31.3
White35.32536.754.8
Two or more races13.516.714.612.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian11.310.8
Black25.110023.3
Hispanic13.313.3
Native Hawaiian1.31.3
White35.336.7100
Two or more races13.514.6
< = 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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian11.310.8
Black25.123.3
Hispanic13.313.3
Native Hawaiian1.31.3
White35.336.7
Two or more races13.514.6
< = 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 39.537.537.9
< = 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 45.450.347
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 72.278.274.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - - 7.6% - 1.5%
Division
All Schools - 0.1% 5.2% 4.6% 3.7% 2.5%
High Poverty - - 5.6% 10% 4% 3%
Low Poverty - 0.1% - 3.7% - 2.4%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education2%2%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201751%44%2%3%
2017-201843%54%0%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English 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 Students85%84%73%75%
Asian91%90%87%75%
Black72%71%60%75%
Hispanic83%86%63%75%
White90%89%81%75%
Economically Disadvantaged80%79%62%75%
English Learners79%84%53%75%
Students with Disabilities53%55%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 Students85%85%74%70%
Asian95%97%89%70%
Black72%72%60%70%
Hispanic79%83%64%70%
White90%90%81%70%
Economically Disadvantaged80%78%63%70%
English Learners84%83%57%70%
Students with Disabilities47%53%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 Students86%
Asian92%
Black76%
Hispanic79%
White93%
Economically Disadvantaged83%
English Learners<
Students with Disabilities40%

< = 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 Students87%87%
Asian93%95%
Black76%77%
Hispanic84%81%
White91%90%
Economically Disadvantaged82%83%
English Learners84%84%
Students with Disabilities59%53%

< = 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%7%9%10%
Asian4%5%5%10%
Black7%6%9%10%
Hispanic9%10%9%10%
White6%7%9%10%
Economically Disadvantaged10%10%13%10%
English Learners12%8%8%10%
Students with Disabilities15%14%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress48%46%58%
English Learner Proficiency15%--

< = 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 Progress102148%
English Learner Proficiency42615%

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%<
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).

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 30%
Division 26%
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 85%
Division 88%
State 81%
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