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Halley Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-551-5700
Address: 8850 Cross Chase Circle Fairfax Station, VA 22039
Principal: Ms. Kerry L. Peerman
Superintendent: Dr. Scott S. Brabrand
School Number: 2210
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

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 Two Level Two
Economically Disadvantaged Level One Level Two
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level Three
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 17 57 74 26 15 55 70 30 11 56 68 32
Female 18 56 73 27 15 57 72 28 14 56 70 30
Male 17 58 74 26 15 54 69 31 9 57 66 34
Asian 18 69 87 13 27 55 82 18 16 65 80 20
Black 12 51 62 38 6 51 57 43 7 50 57 43
Hispanic 16 42 59 41 5 52 57 43 7 44 51 49
Native Hawaiian < < < < < < 100 0
White 21 65 87 13 24 60 84 16 16 65 81 19
Two or more races 18 53 71 29 16 68 84 16 17 67 83 17
Students with Disabilities 7 42 48 52 4 27 31 69 2 36 38 62
Students without Disabilities 19 60 79 21 17 60 77 23 13 61 74 26
Economically Disadvantaged 7 48 55 45 4 47 52 48 1 51 53 47
Not Economically Disadvantaged 23 63 86 14 21 60 82 18 18 60 78 22
English Learners 11 51 62 38 - 32 32 68 - 34 34 66
Military Connected 22 58 81 19 15 65 80 20
Foster Care < < 100 0 < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 46 63 38 15 46 61 39 6 57 63 37
Female 17 39 56 44 18 45 63 38 9 56 64 36
Male 15 54 69 31 13 47 60 40 3 59 62 38
Asian 20 60 80 20 36 29 64 36 8 75 83 17
Black 16 37 53 47 6 47 53 47 4 46 50 50
Hispanic 5 32 37 63 6 50 56 44 - 60 60 40
Native Hawaiian < < 100 0
White 26 57 83 17 21 53 74 26 13 57 70 30
Two or more races < < < < < < < < < < < <
Students with Disabilities 10 30 40 60 < < < < - 40 40 60
Students without Disabilities 17 49 66 34 17 49 65 35 7 61 69 31
Economically Disadvantaged 6 30 36 64 3 34 38 63 - 46 46 54
Not Economically Disadvantaged 23 57 81 19 22 53 75 25 11 66 77 23
English Learners 8 38 46 54 - 52 52 48 - 48 48 52
Military Connected 30 40 70 30 9 64 73 27
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 13 52 65 35 8 60 68 32 10 47 57 43
Female 18 51 69 31 3 67 69 31 15 39 54 46
Male 9 53 62 38 14 53 67 33 5 55 60 40
Asian 25 58 83 17 15 62 77 23 23 38 62 38
Black 8 50 58 42 5 55 59 41 3 45 48 52
Hispanic 15 40 55 45 - 50 50 50 13 25 38 63
White 12 61 73 27 15 70 85 15 5 68 74 26
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 11 33 44 56 - 45 45 55 < < < <
Students without Disabilities 14 56 70 30 9 63 72 28 11 51 62 38
Economically Disadvantaged 7 37 44 56 4 50 54 46 4 36 39 61
Not Economically Disadvantaged 18 63 81 19 11 66 77 23 13 53 65 35
English Learners 18 29 46 54 - 23 23 77 - 37 37 63
Military Connected < < < < < < < <
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 21 59 79 21 17 53 71 29 17 58 74 26
Female 17 56 73 27 24 51 75 25 15 63 78 23
Male 23 61 84 16 10 56 66 34 18 53 71 29
Asian 7 79 86 14 40 47 87 13 8 75 83 17
Black 9 55 64 36 10 52 62 38 12 56 68 32
Hispanic 24 48 71 29 5 50 55 45 13 31 44 56
White 30 62 92 8 21 55 76 24 32 63 95 5
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 7 50 57 43 11 32 42 58 - 50 50 50
Students without Disabilities 23 60 83 17 19 59 78 22 22 60 82 18
Economically Disadvantaged 8 59 68 32 3 50 53 47 3 55 58 42
Not Economically Disadvantaged 28 58 87 13 28 56 83 17 27 60 87 13
English Learners 12 59 71 29 - 22 22 78 < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 69 87 13 17 62 79 21 13 63 76 24
Female 18 74 92 8 14 65 79 21 16 64 80 20
Male 18 64 82 18 19 60 79 21 9 61 70 30
Asian 19 76 95 5 14 86 100 0 21 71 93 7
Black 14 57 71 29 4 52 57 43 9 55 64 36
Hispanic 23 54 77 23 8 56 64 36 4 57 61 39
White 18 82 100 0 32 63 95 5 15 70 85 15
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 50 50 50 - 8 8 92 6 31 38 63
Students without Disabilities 22 74 96 4 19 69 88 12 14 69 83 17
Economically Disadvantaged 6 68 74 26 7 54 61 39 - 63 63 37
Not Economically Disadvantaged 24 70 94 6 23 67 91 9 23 63 86 14
English Learners 4 83 87 13 < < < < - 24 24 76
Military Connected 25 58 83 17 21 71 93 7
Foster Care < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

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

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

2016-20172017-20182018-2019
School31-
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten685456
Kindergarten916477
Grade 1788858
Grade 2999284
Grade 3829185
Grade 41037482
Grade 5989876
Grade 69610695
Total Students715667613

< = 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 Students715667613
Female323321315
Male392346298
Asian11610392
Black181173165
Hispanic136135124
Native Hawaiian222
White242220192
Two or more races383438
Students with Disabilities143116123
Students without Disabilities572551490
Economically Disadvantaged191266274
Not Economically Disadvantaged524401339
English Learners190190160
Not English Learners525477453
Homeless152
Military Connected716763
Foster Care224
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division10,360.003,137.00611.00
State5,761.004,621.00875.00
2013-2014Division10,388.003,139.00606.00
State5,807.004,651.00784.00
2014-2015Division10,413.003,227.00579.00
State5,933.004,819.00771.00
2015-2016Division10,526.003,267.00606.00
State6,084.004,849.00812.00
2016-2017Division10,883.003,364.00649.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students569835465950355
Female265412673026529
Male304422792923826
Asian10012878837
Black144291451913619
Hispanic105191101410010
Native Hawaiian<<<<<<
White184211691614816
Two or more races352332343
Students with Disabilities781471127513
Economically Disadvantaged203622123820931
English Learners170241612114315
Homeless712<<<<
< = 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 47
Other Offenses Against Persons <
All Other Offenses <
Property Offenses <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----
Asian16.22.215.4
Black25.356.525.960.6
Hispanic1917.420.221.2
Native Hawaiian0.30.3
White33.810.93312.1
Two or more races5.3135.16.1
< = 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 Indian
Asian16.215.4
Black25.325.9
Hispanic1920.2
Native Hawaiian0.30.3
White33.833
Two or more races5.35.1
< = 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 Indian----
Asian16.215.4
Black25.325.9
Hispanic1920.2
Native Hawaiian0.30.3
White33.833
Two or more races5.35.1
< = 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 37.739.742.5
< = 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 47.251.553.5
< = 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 74.879.376.7
< = 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 - - - 5% - -
Division
All Schools 1.9% 3.2% 7.4% 8% 4.8% 4.3%
High Poverty 1.5% 8.6% 7.1% 10.3% 4.9% 5.2%
Low Poverty - 2.3% - 7.7% - 4.5%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

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

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education0%0%

< = 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
2016-201725%74%1%0%
2017-201824%73%3%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianNoYes-No-
BlackNoNo-No-
HispanicNoNo-No-
WhiteYesYes-Yes-
Economically DisadvantagedNoNo-No-
English LearnersYesYesYesNo-
Students with DisabilitiesYesNo-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 Students71%73%73%75%
Asian82%85%87%75%
Black58%57%60%75%
Hispanic59%60%63%75%
White84%87%81%75%
Economically Disadvantaged53%53%62%75%
English Learners61%61%53%75%
Students with Disabilities32%40%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students71%74%74%70%
Asian88%91%89%70%
Black58%57%60%70%
Hispanic57%60%64%70%
White83%88%81%70%
Economically Disadvantaged50%51%63%70%
English Learners64%66%57%70%
Students with Disabilities32%38%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students74%
Asian80%
Black71%
Hispanic47%
White83%
Economically Disadvantaged51%
English Learners57%
Students with Disabilities42%

< = 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 Students76%74%
Asian82%88%
Black65%62%
Hispanic72%64%
White85%84%
Economically Disadvantaged64%56%
English Learners68%68%
Students with Disabilities44%44%

< = 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 Students10%11%9%10%
Asian8%8%5%10%
Black12%14%9%10%
Hispanic11%13%9%10%
White9%9%9%10%
Economically Disadvantaged15%20%13%10%
English Learners12%11%8%10%
Students with Disabilities14%15%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 Progress56%46%58%
English Learner Proficiency10%--

< = 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 Progress5610056%
English Learner Proficiency1212410%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%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 27%
Division 21%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 64%
State 81%
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