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Hermitage Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-648-2600
Address: 1701 Pleasure House Road Virginia Beach, VA 23455-2226
Principal: Ms. Angela K. Munari
Superintendent: Dr. Aaron C. Spence
School Number: 540
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 30 56 86 14 26 60 86 14 29 57 85 15
Female 35 55 90 10 29 63 92 8 30 61 91 9
Male 25 58 83 18 23 58 81 19 28 53 81 19
Asian 18 73 91 9 50 40 90 10 50 40 90 10
Black 17 54 71 29 9 66 75 25 11 57 68 32
Hispanic 19 69 89 11 23 55 77 23 30 53 83 18
Native Hawaiian < < 100 0 < < < < < < < <
White 37 54 91 9 31 60 90 10 32 58 90 10
Two or more races 31 53 83 17 23 68 90 10 29 67 96 4
Students with Disabilities 7 37 44 56 - 50 50 50 5 50 55 45
Students without Disabilities 34 59 93 7 30 62 92 8 33 58 90 10
Economically Disadvantaged 20 63 83 17 19 60 79 21 19 62 81 19
Not Economically Disadvantaged 36 52 88 12 31 60 91 9 36 53 89 11
English Learners < < < < < < < < < < < <
Military Connected 28 58 86 14 28 60 88 12
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 22 60 82 18 20 68 88 12 27 52 79 21
Female 24 67 90 10 24 69 93 7 33 56 89 11
Male 20 55 75 25 17 66 83 17 22 49 71 29
Asian < < < < < < 100 0 < < 100 0
Black 18 47 65 35 - 94 94 6 - 50 50 50
Hispanic 27 55 82 18 7 71 79 21 27 40 67 33
White 24 61 86 14 25 63 88 12 29 58 86 14
Two or more races 8 77 85 15 < < 100 0 < < < <
Students with Disabilities 7 27 33 67 - 60 60 40 - 50 50 50
Students without Disabilities 24 65 89 11 22 68 91 9 31 52 83 17
Economically Disadvantaged 20 63 83 18 17 67 83 17 18 53 71 29
Not Economically Disadvantaged 23 59 81 19 23 68 92 8 32 51 84 16
English Learners < < < < < < 100 0 < < 100 0
Military Connected 18 71 89 11 25 58 82 18
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 32 55 87 13 25 60 85 15 30 63 94 6
Female 41 46 87 13 24 71 96 4 31 61 92 8
Male 24 63 86 14 25 52 78 22 30 66 95 5
Asian < < 100 0 < < < < < < 100 0
Black 11 63 74 26 9 55 64 36 21 71 93 7
Hispanic < < < < < < < < 29 64 93 7
Native Hawaiian < < < <
White 41 52 93 7 28 62 90 10 33 62 95 5
Two or more races 36 43 79 21 15 85 100 0 < < 100 0
Students with Disabilities 6 50 56 44 - 50 50 50 10 50 60 40
Students without Disabilities 38 56 94 6 29 62 90 10 33 65 98 2
Economically Disadvantaged 18 65 83 18 19 60 79 21 17 74 90 10
Not Economically Disadvantaged 42 47 89 11 30 61 90 10 41 55 96 4
Military Connected 26 61 88 12 31 65 96 4
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 38 54 92 8 34 52 85 15 30 55 85 15
Female 42 52 94 6 40 48 88 13 26 67 93 7
Male 33 56 89 11 28 55 83 17 33 48 80 20
Asian < < 100 0 < < 100 0 < < < <
Black 25 50 75 25 20 53 73 27 14 52 67 33
Hispanic 17 78 94 6 < < < < 36 55 91 9
Native Hawaiian < < 100 0 < < 100 0
White 51 45 96 4 39 54 93 7 36 53 89 11
Two or more races < < < < 31 46 77 23 9 91 100 0
Students with Disabilities 10 30 40 60 - 44 44 56 6 50 56 44
Students without Disabilities 41 56 98 2 41 53 94 6 35 56 92 8
Economically Disadvantaged 23 62 85 15 22 53 75 25 23 58 81 19
Not Economically Disadvantaged 48 48 96 4 41 51 92 8 35 53 88 12
English Learners < < 100 0 < < < < < < < <
Military Connected 43 37 80 20 29 57 86 14
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 36 50 86 14 35 49 83 17 25 64 89 11
Female 31 58 89 11 33 54 87 13 21 68 90 10
Male 40 43 83 17 36 44 80 20 28 61 89 11
Asian 27 73 100 0 60 40 100 0 60 40 100 0
Black 29 46 75 25 21 49 70 30 6 62 68 32
Hispanic 38 46 84 16 26 55 81 19 26 67 93 7
Native Hawaiian < < 100 0 < < < < < < < <
White 37 50 88 12 40 46 86 14 27 66 93 7
Two or more races 37 54 91 9 26 65 90 10 33 67 100 0
Students with Disabilities 9 34 43 57 13 38 50 50 5 52 57 43
Students without Disabilities 40 53 93 7 38 50 88 12 28 66 95 5
Economically Disadvantaged 34 48 82 18 27 51 78 22 15 67 83 17
Not Economically Disadvantaged 37 51 88 12 40 47 87 13 32 62 94 6
English Learners < < 100 0 < < 100 0 < < < <
Military Connected 36 47 82 18 24 67 90 10
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 25 57 82 18 25 57 82 18 24 64 88 12
Female 14 67 80 20 25 60 85 15 19 67 85 15
Male 33 49 83 17 25 55 79 21 29 62 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 41 59 41 6 63 69 31 - 61 61 39
Hispanic 36 36 73 27 21 64 86 14 27 73 100 0
White 24 63 87 13 30 54 84 16 26 64 90 10
Two or more races 25 58 83 17 < < 100 0 < < 100 0
Students with Disabilities 7 33 40 60 10 40 50 50 - 50 50 50
Students without Disabilities 27 61 88 12 27 59 86 14 28 66 94 6
Economically Disadvantaged 21 53 74 26 19 58 77 23 13 67 80 20
Not Economically Disadvantaged 26 59 86 14 30 57 87 13 31 62 93 7
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 31 56 87 13 23 74 96 4
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 41 46 87 13 38 47 84 16 25 67 93 7
Female 39 54 93 7 30 57 87 13 24 68 92 8
Male 42 38 81 19 43 40 83 17 27 67 93 7
Asian < < 100 0 < < 100 0 < < 100 0
Black 37 47 84 16 27 45 73 27 14 64 79 21
Hispanic < < < < < < < < 31 63 94 6
Native Hawaiian < < < <
White 46 41 87 13 41 46 87 13 26 71 97 3
Two or more races 36 57 93 7 38 46 85 15 < < 100 0
Students with Disabilities 11 37 47 53 21 43 64 36 20 40 60 40
Students without Disabilities 48 48 96 4 40 47 87 13 26 71 96 4
Economically Disadvantaged 41 44 85 15 28 47 74 26 18 70 89 11
Not Economically Disadvantaged 40 47 88 12 45 47 92 8 31 65 96 4
English Learners < < 100 0 < < 100 0 < < < <
Military Connected 36 45 81 19 27 65 92 8
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 44 46 91 9 42 41 83 17 25 62 87 13
Female 42 52 94 6 44 44 88 13 21 71 93 7
Male 47 40 87 13 40 38 79 21 28 56 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black 31 50 81 19 27 40 67 33 5 62 67 33
Hispanic 44 50 94 6 < < < < 18 64 82 18
Native Hawaiian < < 100 0 < < 100 0
White 47 43 89 11 52 36 88 13 31 62 93 7
Two or more races < < 100 0 23 69 92 8 27 73 100 0
Students with Disabilities 10 30 40 60 6 31 38 63 - 61 61 39
Students without Disabilities 48 48 96 4 49 43 92 8 31 62 93 7
Economically Disadvantaged 38 49 87 13 36 47 83 17 14 65 79 21
Not Economically Disadvantaged 48 45 93 7 46 37 83 17 33 60 93 7
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 41 37 78 22 22 61 82 18
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 33 53 86 14 27 55 82 18 23 56 80 20
Female 24 61 84 16 25 60 85 15 17 67 83 17
Male 44 44 89 11 30 49 79 21 28 49 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 24 47 71 29 13 40 53 47 10 38 48 52
Hispanic 39 50 89 11 < < < < 18 64 82 18
Native Hawaiian < < 100 0 < < 100 0
White 34 55 89 11 34 57 91 9 29 58 87 13
Two or more races < < < < 15 69 85 15 18 73 91 9
Students with Disabilities 10 20 30 70 - 44 44 56 6 44 50 50
Students without Disabilities 36 57 93 7 33 57 90 10 27 59 86 14
Economically Disadvantaged 26 54 79 21 11 64 75 25 12 58 70 30
Not Economically Disadvantaged 39 53 91 9 37 49 86 14 32 55 87 13
English Learners < < < < < < 100 0 < < 100 0
Military Connected 33 46 78 22 22 53 75 25
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 33 53 86 14 27 55 82 18 23 56 80 20
Female 24 61 84 16 25 60 85 15 17 67 83 17
Male 44 44 89 11 30 49 79 21 28 49 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 24 47 71 29 13 40 53 47 10 38 48 52
Hispanic 39 50 89 11 < < < < 18 64 82 18
Native Hawaiian < < 100 0 < < 100 0
White 34 55 89 11 34 57 91 9 29 58 87 13
Two or more races < < < < 15 69 85 15 18 73 91 9
Students with Disabilities 10 20 30 70 - 44 44 56 6 44 50 50
Students without Disabilities 36 57 93 7 33 57 90 10 27 59 86 14
Economically Disadvantaged 26 54 79 21 11 64 75 25 12 58 70 30
Not Economically Disadvantaged 39 53 91 9 37 49 86 14 32 55 87 13
English Learners < < < < < < 100 0 < < 100 0
Military Connected 33 46 78 22 22 53 75 25
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 64 28 91 9 46 41 87 13 33 50 82 18
Female 59 31 90 10 48 42 90 10 20 68 88 13
Male 69 24 93 7 45 40 85 15 41 38 79 21
Asian < < 100 0 < < < < < < 100 0
Black 63 25 88 13 20 67 87 13 14 43 57 43
Hispanic 78 11 89 11 < < < < 30 40 70 30
Native Hawaiian < < 100 0 < < 100 0
White 63 28 91 9 54 38 91 9 41 50 91 9
Two or more races < < 100 0 46 46 92 8 18 73 91 9
Students with Disabilities < < < < - 56 56 44 11 39 50 50
Students without Disabilities 69 26 95 5 56 38 94 6 37 52 89 11
Economically Disadvantaged 46 38 85 15 31 53 83 17 26 51 77 23
Not Economically Disadvantaged 76 20 96 4 56 34 90 10 38 48 86 14
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 46 37 83 17 32 48 80 20
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 63 28 91 9 47 40 87 13 33 50 82 18
Female 58 31 90 10 49 40 89 11 20 68 88 13
Male 69 24 93 7 46 39 85 15 41 38 79 21
Asian < < 100 0 < < < < < < 100 0
Black 60 27 87 13 20 67 87 13 14 43 57 43
Hispanic 78 11 89 11 < < < < 30 40 70 30
Native Hawaiian < < 100 0 < < 100 0
White 63 28 91 9 55 36 91 9 41 50 91 9
Two or more races < < 100 0 50 42 92 8 18 73 91 9
Students with Disabilities < < < < - 50 50 50 11 39 50 50
Students without Disabilities 69 26 95 5 56 38 94 6 37 52 89 11
Economically Disadvantaged 46 38 85 15 32 50 82 18 26 51 77 23
Not Economically Disadvantaged 76 20 96 4 56 34 90 10 38 48 86 14
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 47 36 82 18 32 48 80 20
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
School212
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-kindergarten18212
Kindergarten1049897
Grade 1134108112
Grade 2115126108
Grade 3121106123
Grade 410811196
Grade 599101106
Total Students699671644

< = 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 Students699671644
Female323316290
Male376355354
American Indian11-
Asian132131
Black108104101
Hispanic978289
Native Hawaiian153
White409391355
Two or more races706765
Students with Disabilities879875
Students without Disabilities612573569
Economically Disadvantaged265266256
Not Economically Disadvantaged434405388
English Learners71013
Not English Learners692661631
Homeless133
Military Connected387355354
Foster Care3--
< = 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 Students619356163160640
Female295132941827817
Male324223221332823
American Indian<<<<--
Asian122182330
Black1008945969
Hispanic814689826
Native Hawaiian<<<<<<
White365163751133122
Two or more races595574593
Students with Disabilities6885987310
Economically Disadvantaged225142371526325
English Learners100120140
Homeless<<<<<<
< = 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 13
Other Offenses Against Persons 34
Weapons 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
Asian1.93.1
Black15.571.415.59.1
Hispanic13.912.2
Native Hawaiian0.10.7
White58.528.658.354.5
Two or more races101036.4
< = 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
Asian1.93.1
Black15.515.5
Hispanic13.912.2
Native Hawaiian0.10.7
White58.558.3
Two or more races1010100
< = 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
Asian1.93.1
Black15.515.5
Hispanic13.912.2
Native Hawaiian0.10.7
White58.558.3
Two or more races1010
< = 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 37.43839.8
< = 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 36.653.345.2
< = 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 75.370.465.8
< = 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 - - - - - -
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 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
2016-201753%47%0%0%
2017-201849%49%0%2%
< = 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-
AsianTSTS-TS-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersTSTSTSYes-
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 Students87%86%73%75%
Asian90%93%87%75%
Black77%75%60%75%
Hispanic77%81%63%75%
White91%90%81%75%
Economically Disadvantaged81%81%62%75%
English Learners<73%53%75%
Students with Disabilities50%43%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 Students84%86%74%70%
Asian100%100%89%70%
Black70%78%60%70%
Hispanic81%81%64%70%
White86%88%81%70%
Economically Disadvantaged78%82%63%70%
English Learners<86%57%70%
Students with Disabilities50%47%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 Students82%
Asian<
Black53%
Hispanic<
White91%
Economically Disadvantaged75%
English Learners<
Students with Disabilities44%

< = 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 Students89%85%
Asian90%100%
Black83%70%
Hispanic77%81%
White93%87%
Economically Disadvantaged86%80%
English Learners<<
Students with Disabilities63%55%

< = 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 Students5%6%9%10%
Asian10%13%5%10%
Black5%7%9%10%
Hispanic12%6%9%10%
White3%5%9%10%
Economically Disadvantaged6%7%13%10%
English Learners--8%10%
Students with Disabilities12%10%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 Progress<46%58%
English Learner Proficiency20%--

< = 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 Progress<<<
English Learner Proficiency31520%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic100%100%<
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners<<<
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 18%
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 86%
Division 88%
State 81%
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