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

Keene Mill Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-644-4700
Address: 6310 Bardu Ave Springfield, VA 22152
Principal: Ms. Renee C. Miller
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel 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 One Level One
White Level One Level One

18.28% of the students in this school were chronically absent.

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 45 94 49 6 46 96 50 4 44 95 52 5
Female 46 93 46 7 45 94 49 6 44 96 52 4
Male 43 94 52 6 46 97 51 3 43 95 52 5
Asian 39 94 56 6 42 93 51 7 39 94 54 6
Black 35 92 56 8 39 97 58 3 41 97 56 3
Hispanic 27 85 58 15 26 91 64 9 23 89 66 11
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 58 96 38 4 57 98 41 2 55 97 42 3
Two or more races 56 100 44 0 56 100 44 0 43 100 57 0
Students with Disabilities 31 69 37 31 32 73 41 27 14 71 57 29
Economically Disadvantaged 25 83 58 17 20 81 60 19 19 87 68 13
English Learners 16 78 63 22 23 88 64 12 16 88 73 12
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 93 58 8 39 98 59 2 41 93 52 7
Female 38 92 54 8 35 99 64 1 44 92 48 8
Male 30 93 63 7 43 97 54 3 38 94 56 6
Asian 29 93 64 7 36 100 64 0 39 93 54 7
Black < < < < 26 100 74 0 < 100 < 0
Hispanic 9 83 74 17 19 90 71 10 27 86 59 14
White 46 98 52 2 50 100 50 0 48 93 45 7
Two or more races < 100 < 0 62 100 38 0 36 100 64 0
Students with Disabilities < < < < 33 93 60 7 18 82 64 18
Economically Disadvantaged 38 88 50 13 21 89 68 11 11 89 78 11
English Learners 28 72 44 28 27 93 67 7 13 87 74 13
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 42 97 55 3 48 93 46 7 33 96 63 4
Female 40 95 55 5 49 91 42 9 29 99 70 1
Male 45 100 55 0 47 97 50 3 38 93 55 7
Asian 37 93 57 7 41 86 45 14 30 96 67 4
Black 24 100 76 0 46 85 38 15 41 91 50 9
Hispanic - 93 93 7 29 93 64 7 14 91 77 9
Native Hawaiian < 100 < 0 < 100 < 0
White 60 98 38 2 60 98 38 2 47 100 53 0
Two or more races < 100 < 0 55 100 45 0 30 100 70 0
Students with Disabilities < < < < < < < < - 71 71 29
Economically Disadvantaged 7 80 73 20 33 72 39 28 21 88 67 12
English Learners - 87 87 13 21 76 55 24 19 94 75 6
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 50 95 44 5 55 96 41 4 55 94 39 6
Female 49 92 43 8 54 94 40 6 54 92 38 8
Male 52 98 47 2 56 98 42 2 56 96 40 4
Asian 42 96 54 4 43 90 47 10 50 92 42 8
Black 40 100 60 0 53 100 47 0 43 100 57 0
Hispanic 33 88 54 13 35 95 60 5 29 82 54 18
White 64 95 31 5 65 97 32 3 75 98 24 2
Two or more races 58 100 42 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < 20 50 30 50
Economically Disadvantaged 26 91 65 9 14 81 67 19 33 78 44 22
English Learners 19 84 66 16 27 88 61 12 24 79 55 21
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 51 91 40 9 42 96 54 4 47 99 51 1
Female 57 93 36 7 43 95 52 5 48 99 51 1
Male 44 88 44 12 41 97 56 3 46 98 52 2
Asian 45 95 50 5 45 97 52 3 40 93 53 7
Black 38 86 48 14 33 100 67 0 50 100 50 0
Hispanic 46 83 37 17 25 86 61 14 28 100 72 0
White 63 94 31 6 52 98 46 2 53 100 47 0
Two or more races < 100 < 0 42 100 58 0 < 100 < 0
Students with Disabilities 17 50 33 50 < < < < < < < <
Economically Disadvantaged 28 76 48 24 16 80 64 20 13 94 81 6
English Learners 14 68 55 32 20 93 73 8 7 93 86 7
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 47 96 49 4 54 97 43 3 53 96 43 4
Female 46 95 48 5 50 97 47 3 50 96 47 4
Male 48 97 49 3 59 97 38 3 57 97 39 3
Asian 58 97 39 3 61 96 35 4 56 94 39 6
Black 37 95 59 5 41 100 59 0 44 98 55 2
Hispanic 30 90 60 10 33 93 61 7 40 91 51 9
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 54 98 44 2 64 99 35 1 58 98 40 2
Two or more races 39 100 61 0 58 95 37 5 68 100 32 0
Students with Disabilities 17 74 57 26 24 85 61 15 26 76 50 24
Economically Disadvantaged 24 85 61 15 34 90 57 10 38 89 52 11
English Learners 25 86 61 14 31 90 59 10 32 89 57 11
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 43 93 50 7 49 94 45 6 48 94 46 6
Female 36 89 53 11 41 93 53 7 51 92 41 8
Male 51 96 46 4 58 94 35 6 45 95 50 5
Asian 50 93 43 7 48 92 44 8 46 89 43 11
Black < < < < 37 100 63 0 < 100 < 0
Hispanic 21 79 58 21 32 87 55 13 32 86 55 14
White 52 98 46 2 64 96 32 4 55 96 41 4
Two or more races < 100 < 0 54 92 38 8 55 100 45 0
Students with Disabilities < < < < 27 80 53 20 27 73 45 27
Economically Disadvantaged 18 71 53 29 42 84 42 16 26 89 63 11
English Learners 19 69 50 31 27 80 53 20 23 84 61 16
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 61 99 38 1 63 96 32 4 63 97 35 3
Female 65 99 33 1 57 95 38 5 56 99 42 1
Male 55 100 45 0 72 97 24 3 69 96 27 4
Asian 80 97 17 3 69 93 24 7 67 96 30 4
Black 59 100 41 0 46 100 54 0 55 95 41 5
Hispanic 29 100 71 0 36 93 57 7 57 94 37 6
Native Hawaiian < 100 < 0 < 100 < 0
White 63 100 37 0 75 98 23 2 65 100 35 0
Two or more races < 100 < 0 82 91 9 9 80 100 20 0
Students with Disabilities < 100 < 0 < < < < 29 79 50 21
Economically Disadvantaged 20 93 73 7 39 83 44 17 58 91 33 9
English Learners 30 96 65 4 34 79 45 21 53 94 41 6
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 91 73 9 52 98 46 2 39 89 50 11
Female 17 87 70 13 52 97 45 3 35 88 53 12
Male 20 96 76 4 54 100 46 0 45 90 45 10
Asian 23 100 77 0 60 90 30 10 < < < <
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 13 80 67 20 43 100 57 0 30 83 52 17
White 21 89 68 11 41 100 59 0 67 92 25 8
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 11 83 72 17 31 94 63 6 27 80 53 20
English Learners 14 89 75 11 43 96 52 4 13 74 61 26
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 36 95 59 5 39 99 60 1 42 99 57 1
Female 33 95 62 5 35 100 65 0 39 99 59 1
Male 40 95 55 5 44 98 54 2 47 100 53 0
Asian 41 96 56 4 49 100 51 0 54 96 42 4
Black 23 91 68 9 25 100 75 0 < 100 < 0
Hispanic 36 93 57 7 14 95 81 5 22 100 78 0
White 44 96 52 4 48 100 52 0 42 100 58 0
Two or more races 18 100 82 0 < 100 < 0 < 100 < 0
Students with Disabilities - 75 75 25 18 100 82 0 < < < <
Economically Disadvantaged 27 85 58 15 17 96 78 4 19 94 75 6
English Learners 32 88 56 12 16 100 84 0 26 96 70 4
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 67 100 33 0 73 100 27 0 70 100 30 0
Female 67 100 33 0 81 100 19 0 65 100 35 0
Male 68 100 33 0 65 100 35 0 77 100 23 0
Asian 78 100 22 0 93 100 7 0 70 100 30 0
Black < 100 < 0 < 100 < 0 57 100 43 0
Hispanic 50 100 50 0 46 100 54 0 < 100 < 0
White 71 100 29 0 85 100 15 0 77 100 23 0
Two or more races < 100 < 0 55 100 45 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < 100 < 0
English Learners < 100 < 0 50 100 50 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 39 91 52 9 62 96 34 4 49 93 44 7
Female 38 87 49 13 59 94 35 6 41 92 51 8
Male 40 97 57 3 66 98 32 2 59 95 36 5
Asian 42 96 54 4 55 94 39 6 58 96 38 4
Black 27 93 67 7 65 100 35 0 36 93 57 7
Hispanic 21 79 58 21 30 85 55 15 20 80 60 20
White 46 91 45 9 75 98 23 2 65 98 33 2
Two or more races 50 100 50 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < 20 50 30 50
Economically Disadvantaged 21 79 58 21 19 81 62 19 30 70 40 30
English Learners 12 79 67 21 26 85 59 15 19 74 55 26
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 39 91 52 9 62 96 34 4 49 93 44 7
Female 38 87 49 13 59 94 35 6 41 92 51 8
Male 40 97 57 3 66 98 32 2 59 95 36 5
Asian 42 96 54 4 55 94 39 6 58 96 38 4
Black 27 93 67 7 65 100 35 0 36 93 57 7
Hispanic 21 79 58 21 30 85 55 15 20 80 60 20
White 46 91 45 9 75 98 23 2 65 98 33 2
Two or more races 50 100 50 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < 20 50 30 50
Economically Disadvantaged 21 79 58 21 19 81 62 19 30 70 40 30
English Learners 12 79 67 21 26 85 59 15 19 74 55 26
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 69 98 29 2 78 97 19 3 69 97 28 3
Female 74 99 25 1 76 97 21 3 71 97 26 3
Male 61 98 37 2 80 96 16 4 67 97 30 3
Asian 67 96 30 4 84 100 16 0 86 100 14 0
Black 82 100 18 0 62 100 38 0 71 90 19 10
Hispanic 9 91 82 9 50 85 35 15 58 92 35 8
Native Hawaiian < 100 < 0 < 100 < 0
White 82 100 18 0 92 100 8 0 67 100 33 0
Two or more races < 100 < 0 80 100 20 0 70 100 30 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 18 82 64 18 71 86 14 14 54 92 38 8
English Learners 33 100 67 0 62 90 29 10 75 100 25 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 69 98 29 2 78 97 19 3 69 97 28 3
Female 74 99 25 1 76 97 21 3 71 97 26 3
Male 61 98 37 2 80 96 16 4 67 97 30 3
Asian 67 96 30 4 84 100 16 0 86 100 14 0
Black 82 100 18 0 62 100 38 0 71 90 19 10
Hispanic 9 91 82 9 50 85 35 15 58 92 35 8
Native Hawaiian < 100 < 0 < 100 < 0
White 82 100 18 0 92 100 8 0 67 100 33 0
Two or more races < 100 < 0 80 100 20 0 70 100 30 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 18 82 64 18 71 86 14 14 54 92 38 8
English Learners 33 100 67 0 62 90 29 10 75 100 25 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
School312
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten101
Kindergarten726662
Grade 1737362
Grade 2747277
Grade 3142146135
Grade 4135147154
Grade 5134134151
Grade 6140136133
Total Students771774775
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students771774775
Female396381366
Male375393409
American Indian323
Asian157150144
Black849294
Hispanic158151162
Native Hawaiian231
White305322318
Two or more races625453
Students with Disabilities626273
Students without Disabilities709712702
Economically Disadvantaged82138162
Not Economically Disadvantaged689636613
English Learners214190195
Not English Learners557584580
Homeless131
Military Connected748088
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.8 68 68.8

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00
2016-201710,901.003,346.00649.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students723207422474025
Female387123761336611
Male33683661137414
American Indian<<<<<<
Asian152315241406
Black781840931
Hispanic1552150713910
Native Hawaiian<<<<<<
White2859292113107
Two or more races495602531
Students with Disabilities591652642
Economically Disadvantaged1296133313415
English Learners17781931118010
Homeless<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 13
Other Offenses Against Persons <
All Other Offenses <
Weapons Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3890.258
Asian20.36319.38
Black10.89511.886
Hispanic20.49319.50941.67
Native Hawaiian0.2590.388
White39.55988.8941.60241.67
Two or more races8.04211.116.97716.67
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3890.258
Asian20.36319.38
Black10.89511.886
Hispanic20.49319.509
Native Hawaiian0.2590.388
White39.55941.602
Two or more races8.0426.977
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.3890.258
Asian20.36319.38
Black10.89511.886
Hispanic20.49319.509
Native Hawaiian0.2590.388
White39.55941.602
Two or more races8.0426.977
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 17.2515.9415.84
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 16.281514.05
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 76.748076.86
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%3%
Provisional4%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201635%65%0%0%
2016-201734%66%0%0%
2017-201831%67%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary​
Student Group​English Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students95%95%73%75%
Asian94%94%87%75%
Black97%95%60%75%
Hispanic89%88%63%75%
White97%97%81%75%
Economically Disadvantaged87%84%62%75%
English Learners88%85%53%75%
Students with Disabilities71%71%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students97%96%74%70%
Asian94%96%89%70%
Black98%98%60%70%
Hispanic92%92%64%70%
White98%98%81%70%
Economically Disadvantaged90%89%63%70%
English Learners89%88%57%70%
Students with Disabilities76%79%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 Group​Current Rate​
All Students95%
Asian96%
Black93%
Hispanic86%
White98%
Economically Disadvantaged78%
English Learners79%
Students with Disabilities50%

< = 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 Group​Growth English ReadingGrowth Mathematics
All Students96%97%
Asian94%94%
Black97%98%
Hispanic91%93%
White97%98%
Economically Disadvantaged89%91%
English Learners89%89%
Students with Disabilities76%79%

< = 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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students3%3%9%10%
Asian4%3%5%10%
Black1%1%9%10%
Hispanic7%4%9%10%
White2%3%9%10%
Economically Disadvantaged10%6%13%10%
English Learners5%5%8%10%
Students with Disabilities3%3%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 Progress67%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 LearnersNumerator​Denominator​Rate
English Learner Progress588767%
English Learner Proficiency2411820%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%98%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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