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James K. Polk Elementary

General school information

Category: Elementary (KG-05) School
Phone: 703-461-4180
Address: 5000 Polk Ave Alexandria, VA 22304
Principal: Mrs. PreeAnn Johnson
Superintendent: Dr. Gregory C. Hutchings Jr.
School Number: 220
Region: 4
Division: Alexandria City Public Schools
Division Number: 101
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

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 26 46 72 28 20 51 72 28 21 46 67 33
Female 27 45 72 28 26 50 75 25 29 39 68 32
Male 25 47 71 29 16 53 68 32 14 52 67 33
American Indian < < 100 0 < < 100 0 < < < <
Asian 50 15 65 35 25 50 75 25 23 45 68 32
Black 21 52 73 27 15 54 70 30 16 54 69 31
Hispanic 11 48 59 41 11 52 63 37 12 42 53 47
White 44 41 85 15 37 46 83 17 39 46 84 16
Two or more races 55 36 91 9 50 50 100 0 < < 100 0
Students with Disabilities 23 19 42 58 9 12 21 79 3 21 23 77
Students without Disabilities 26 50 76 24 22 56 77 23 24 49 73 27
Economically Disadvantaged 18 46 64 36 12 50 63 37 14 45 59 41
Not Economically Disadvantaged 41 45 87 13 37 53 90 10 39 48 87 13
English Learners 15 47 62 38 3 39 41 59 1 36 37 63
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
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 20 44 64 36 12 49 61 39 17 41 58 42
Female 25 37 62 38 18 46 64 36 27 38 65 35
Male 16 51 67 33 7 51 58 42 9 42 52 48
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < < <
Black 16 49 65 35 4 60 64 36 15 33 48 52
Hispanic 11 42 53 47 3 42 45 55 5 44 49 51
White 42 32 74 26 27 45 73 27 39 42 81 19
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 18 6 24 76 < < < < 9 18 27 73
Students without Disabilities 20 51 71 29 13 52 65 35 18 43 61 39
Economically Disadvantaged 14 43 57 43 3 49 52 48 9 40 49 51
Not Economically Disadvantaged 32 47 79 21 34 47 81 19 38 41 79 21
English Learners 13 45 58 42 2 36 38 63 2 32 34 66
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
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 28 46 74 26 20 50 70 30 17 50 67 33
Female 24 48 73 27 24 48 72 28 25 39 65 35
Male 31 45 75 25 16 51 67 33 9 60 69 31
Asian < < < < < < 100 0 < < < <
Black 20 52 73 27 30 43 73 27 5 69 74 26
Hispanic 16 53 68 32 10 46 56 44 11 33 44 56
White 40 50 90 10 30 45 75 25 35 55 90 10
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 58 8 67 33 - 12 12 88 - 20 20 80
Students without Disabilities 24 50 75 25 24 57 81 19 19 55 74 26
Economically Disadvantaged 17 46 63 37 15 43 58 42 12 47 58 42
Not Economically Disadvantaged 49 47 95 5 28 60 88 13 28 59 88 13
English Learners 16 41 57 43 - 38 38 62 2 40 42 58
Military Connected < < < < < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 47 76 24 28 55 83 17 30 47 78 22
Female 31 51 82 18 35 55 89 11 33 40 73 27
Male 27 45 72 28 22 56 78 22 27 56 83 17
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 25 56 81 19 15 59 73 27 28 54 82 18
Hispanic 6 48 55 45 18 65 83 18 20 46 66 34
White 50 37 87 13 50 46 96 4 42 42 84 16
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 43 43 57 30 20 50 50 - 23 23 77
Students without Disabilities 33 48 81 19 27 58 86 14 34 51 85 15
Economically Disadvantaged 23 50 73 28 19 57 76 24 21 49 70 30
Not Economically Disadvantaged 42 42 84 16 49 51 100 0 50 44 94 6
English Learners 17 54 71 29 9 48 57 43 - 37 37 63
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 49 73 27 24 50 74 26 18 61 79 21
Female 21 51 72 28 22 54 77 23 19 55 74 26
Male 26 48 74 26 26 46 72 28 18 66 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 58 16 74 26 38 50 88 13 23 59 82 18
Black 20 54 74 26 17 55 72 28 16 61 77 23
Hispanic 9 48 57 43 14 50 64 36 7 65 72 28
White 39 51 90 10 42 44 86 14 34 56 90 10
Two or more races 36 55 91 9 50 50 100 0 < < 100 0
Students with Disabilities 23 23 45 55 9 29 38 62 3 36 38 62
Students without Disabilities 24 53 77 23 26 52 78 22 20 64 84 16
Economically Disadvantaged 17 50 67 33 15 54 69 31 10 63 73 27
Not Economically Disadvantaged 37 47 85 15 44 43 86 14 39 54 93 7
English Learners 15 50 65 35 5 44 49 51 3 60 63 37
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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 18 48 66 34 10 54 64 36 22 55 77 23
Female 16 40 56 44 10 59 69 31 27 48 75 25
Male 19 54 73 27 10 49 59 41 18 61 79 21
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 16 50 66 34 2 61 64 36 15 53 68 32
Hispanic 8 45 53 47 6 41 47 53 12 60 72 28
White 32 53 84 16 21 58 79 21 41 50 91 9
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 18 24 41 59 < < < < 9 18 27 73
Students without Disabilities 18 52 70 30 11 56 67 33 23 59 82 18
Economically Disadvantaged 11 49 61 39 3 51 53 47 12 60 71 29
Not Economically Disadvantaged 32 45 76 24 27 61 88 12 47 44 91 9
English Learners 14 43 57 43 2 39 41 59 9 55 64 36
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 51 78 22 19 51 70 30 6 72 78 22
Female 23 52 75 25 19 49 68 32 7 65 72 28
Male 30 50 80 20 19 53 72 28 6 77 83 17
Asian < < < < < < 100 0 < < < <
Black 20 57 77 23 21 50 71 29 5 77 81 19
Hispanic 15 54 69 31 5 55 61 39 3 65 68 32
White 38 55 93 7 41 41 82 18 8 85 92 8
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 54 31 85 15 - 18 18 82 - 53 53 47
Students without Disabilities 24 54 77 23 23 58 82 18 7 75 82 18
Economically Disadvantaged 20 49 69 31 10 58 68 32 3 68 71 29
Not Economically Disadvantaged 40 55 95 5 38 38 75 25 15 81 96 4
English Learners 12 54 66 34 5 51 56 44 - 67 67 33
Military Connected < < < < < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 49 69 31 37 48 84 16 15 64 79 21
Female 16 63 79 21 33 56 89 11 15 57 72 28
Male 22 39 61 39 40 40 81 19 16 72 88 12
Asian < < < < < < 100 0 < < < <
Black 20 55 75 25 25 55 80 20 22 56 78 22
Hispanic 3 41 45 55 27 54 80 20 2 72 74 26
White 36 50 86 14 65 27 92 8 27 59 86 14
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 14 14 86 30 60 90 10 - 31 31 69
Students without Disabilities 23 55 78 22 38 46 84 16 17 68 86 14
Economically Disadvantaged 15 52 68 32 27 55 81 19 9 65 74 26
Not Economically Disadvantaged 31 42 73 27 61 31 92 8 30 61 91 9
English Learners 16 52 67 33 13 43 57 43 - 56 56 44
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 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 55 45 100 0 62 38 100 0 100 - 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male 54 46 100 0 < < 100 0 < < 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 60 40 100 0 < < 100 0 < < 100 0
Two or more races < < 100 0 < < 100 0
Students without Disabilities 55 45 100 0 62 38 100 0 100 - 100 0
Economically Disadvantaged 50 50 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 58 42 100 0 < < 100 0 100 - 100 0
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 22 51 74 26 19 64 83 17 32 47 79 21
Female 10 66 76 24 16 65 82 18 28 45 73 27
Male 31 40 72 28 21 63 84 16 37 50 87 13
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 25 58 83 17 7 68 76 24 23 56 79 21
Hispanic - 40 40 60 15 60 75 25 24 46 71 29
White 33 53 87 13 29 68 96 4 47 42 89 11
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 43 43 57 20 20 40 60 - 31 31 69
Students without Disabilities 25 52 78 22 19 68 87 13 36 49 86 14
Economically Disadvantaged 15 54 69 31 9 66 76 24 22 51 74 26
Not Economically Disadvantaged 38 46 84 16 41 59 100 0 53 39 92 8
English Learners 14 54 68 32 9 52 61 39 - 50 50 50
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 22 51 74 26 19 64 83 17 32 47 79 21
Female 10 66 76 24 16 65 82 18 28 45 73 27
Male 31 40 72 28 21 63 84 16 37 50 87 13
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 25 58 83 17 7 68 76 24 23 56 79 21
Hispanic - 40 40 60 15 60 75 25 24 46 71 29
White 33 53 87 13 29 68 96 4 47 42 89 11
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 43 43 57 20 20 40 60 - 31 31 69
Students without Disabilities 25 52 78 22 19 68 87 13 36 49 86 14
Economically Disadvantaged 15 54 69 31 9 66 76 24 22 51 74 26
Not Economically Disadvantaged 38 46 84 16 41 59 100 0 53 39 92 8
English Learners 14 54 68 32 9 52 61 39 - 50 50 50
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 45 45 90 10 35 45 80 20 31 34 66 34
Female 47 45 93 7 43 31 73 27 33 27 60 40
Male 44 44 88 13 28 57 85 15 30 40 70 30
Asian < < < < < < 100 0 < < < <
Black 28 60 88 12 42 50 92 8 26 49 74 26
Hispanic 39 45 85 15 16 47 63 37 15 26 41 59
White 68 32 100 0 50 30 80 20 65 20 85 15
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 50 50 100 0 6 38 44 56 7 36 43 57
Students without Disabilities 45 44 89 11 40 46 86 14 35 34 69 31
Economically Disadvantaged 36 49 84 16 19 54 73 27 17 39 56 44
Not Economically Disadvantaged 63 37 100 0 60 30 90 10 64 24 88 12
English Learners 29 58 86 14 3 49 51 49 4 37 40 60
Military Connected < < < < < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 44 89 11 35 45 80 20 31 34 66 34
Female 45 47 92 8 43 31 73 27 33 27 60 40
Male 45 41 86 14 28 57 85 15 30 40 70 30
Asian < < < < < < 100 0 < < < <
Black 27 61 88 12 42 50 92 8 26 49 74 26
Hispanic 40 43 83 17 16 47 63 37 15 26 41 59
White 67 33 100 0 50 30 80 20 65 20 85 15
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 6 38 44 56 7 36 43 57
Students without Disabilities 45 44 89 11 40 46 86 14 35 34 69 31
Economically Disadvantaged 36 48 84 16 19 54 73 27 17 39 56 44
Not Economically Disadvantaged 63 37 100 0 60 30 90 10 64 24 88 12
English Learners 29 57 86 14 3 49 51 49 4 37 40 60
Military Connected < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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
School122219
Division256165186
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten586121
Kindergarten139135140
Grade 1123137139
Grade 2132115130
Grade 3118112109
Grade 4118118126
Grade 5130117109
Total Students818795774

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students818795774
Female374388376
Male444407398
American Indian221
Asian646267
Black294281234
Hispanic258269283
Native Hawaiian1--
White182167173
Two or more races171416
Students with Disabilities698575
Students without Disabilities749710699
Economically Disadvantaged603577552
Not Economically Disadvantaged215218222
English Learners407434445
Not English Learners411361329
Homeless836
Military Connected161313
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division13,483.002,721.00888.00
State6,084.004,849.00812.00
2016-2017Division13,772.002,737.001,024.00
State6,248.005,052.00871.00
2017-2018Division13,822.002,949.001,047.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students747367053570131
Female341153321934216
Male406213731635915
American Indian<<<<<<
Asian365493512
Black292825062448
Hispanic215162182123419
Native Hawaiian<<<<--
White183716951582
Two or more races160160120
Students with Disabilities726624722
Economically Disadvantaged533325063051329
English Learners396213802241423
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

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Weapons 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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.50.20.3
Asian5.17.86.37.8
Black39.34035.962.535.375
Hispanic30.56031.512.533.825
Native Hawaiian0.10.1--
White2322.218.821
Two or more races1.92.11.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.20.3
Asian5.17.87.8
Black39.335.935.3
Hispanic30.531.533.8
Native Hawaiian0.10.1
White2322.221
Two or more races1.92.11.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.50.20.3
Asian5.17.87.8
Black39.335.935.3
Hispanic30.531.533.8
Native Hawaiian0.10.1--
White2322.221
Two or more races1.92.11.8
< = 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 69.471.672.5
< = 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 30.934.831.6
< = 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 84.68182.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School13.1%1.6%
Division6.6%1%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201723%77%0%0%
2017-201823%75%0%2%
2018-201923%75%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

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

ESSA School Quality Indicators Summary

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

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students69%71%73%75%
Asian68%69%87%75%
Black71%71%60%75%
Hispanic56%59%63%75%
White84%83%81%75%
Economically Disadvantaged60%62%62%75%
English Learners58%60%53%75%
Students with Disabilities25%30%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students80%75%74%70%
Asian82%78%89%70%
Black78%74%60%70%
Hispanic74%64%64%70%
White88%87%81%70%
Economically Disadvantaged73%68%63%70%
English Learners73%67%57%70%
Students with Disabilities42%43%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students79%
Asian<
Black84%
Hispanic69%
White85%
Economically Disadvantaged73%
English Learners73%
Students with Disabilities36%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students73%82%
Asian73%86%
Black73%81%
Hispanic64%77%
White84%89%
Economically Disadvantaged65%76%
English Learners64%77%
Students with Disabilities32%47%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students4%5%9%10%
Asian4%7%5%10%
Black3%3%9%10%
Hispanic8%8%9%10%
White1%3%9%10%
Economically Disadvantaged5%6%13%10%
English Learners5%5%8%10%
Students with Disabilities3%6%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress70%46%58%
English Learner Proficiency19%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress17825570%
English Learner Proficiency7339419%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%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---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 30%
Division 30%
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 78%
Division 80%
State 81%
James K. Polk Elementary to top