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Kegotank Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-824-4756
Address: 13300 Lankford Highway Mappsville, VA 23407
Principal: Mrs. Teresa Ibarra
Superintendent: Mr. Warren C. Holland
School Number: 600
Region: 2
Division: Accomack County Public Schools
Division Number: 1
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

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

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

2016-20172017-20182018-2019
School--1
Division14520
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten473863
Kindergarten898767
Grade 1808681
Grade 2847892
Grade 31088979
Grade 49311588
Grade 59590112
Total Students596583582

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students596583582
Female296286276
Male300297306
American Indian113
Asian521
Black201197208
Hispanic163145148
White224235217
Two or more races224
Students with Disabilities868393
Students without Disabilities510500489
Economically Disadvantaged368308262
Not Economically Disadvantaged228275320
English Learners138122124
Not English Learners458461458
Migrant12125
Homeless152330
Military Connected22137
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division3,333.005,398.001,491.00
State5,761.004,621.00875.00
2013-2014Division3,326.005,574.001,142.00
State5,807.004,651.00784.00
2014-2015Division3,379.005,881.001,226.00
State5,933.004,819.00771.00
2015-2016Division3,401.005,807.001,280.00
State6,084.004,849.00812.00
2016-2017Division3,229.006,797.001,243.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students482574787045373
Female244242373122928
Male238332413922445
American Indian<<<<<<
Asian<<<<--
Black166141721916921
Hispanic12814123811510
Native Hawaiian--<<<<
White180291784016438
Two or more races<<<<<<
Students with Disabilities591264167316
Economically Disadvantaged330362834136162
English Learners1221412171147
Homeless1321571812
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 30
Other Offenses Against Persons 21
All Other Offenses <
Weapons Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian0.84.40.3
Black33.762.233.847.2
Hispanic27.32.224.916.7
Native Hawaiian--0.2
White37.631.140.336.1
Two or more races0.30.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian0.80.3
Black33.733.850
Hispanic27.324.9
Native Hawaiian0.2
White37.640.350
Two or more races0.30.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian0.80.3
Black33.733.8
Hispanic27.324.9
Native Hawaiian--0.2
White37.640.3
Two or more races0.30.3
< = 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 7564.670.3
< = 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 72.464.754.8
< = 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 79.373.166.6
< = 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

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - 13.9% - 11.1% -
Division
All Schools 1.5% 3.9% 13.4% 11% 7.4% 5.8%
High Poverty 1.5% 6.1% 13.4% 18.4% 7.4% 8.2%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

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

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education0%0%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201765%32%0%3%
2017-201863%34%0%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-No-
Asian---TS-
BlackYesYes-No-
HispanicYesYes-Yes-
WhiteNoYes-No-
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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students69%68%73%75%
Asian--87%75%
Black62%62%60%75%
Hispanic70%64%63%75%
White75%78%81%75%
Economically Disadvantaged65%65%62%75%
English Learners69%59%53%75%
Students with Disabilities33%39%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students77%78%74%70%
Asian--89%70%
Black73%70%60%70%
Hispanic82%81%64%70%
White79%83%81%70%
Economically Disadvantaged74%75%63%70%
English Learners82%79%57%70%
Students with Disabilities57%64%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students82%
Asian-
Black79%
Hispanic81%
White87%
Economically Disadvantaged79%
English Learners80%
Students with Disabilities<

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students73%81%
Asian--
Black71%82%
Hispanic73%84%
White76%81%
Economically Disadvantaged70%79%
English Learners72%83%
Students with Disabilities48%69%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%10%9%10%
Asian<-5%10%
Black10%10%9%10%
Hispanic6%7%9%10%
White18%13%9%10%
Economically Disadvantaged13%10%13%10%
English Learners5%7%8%10%
Students with Disabilities20%14%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress52%46%58%
English Learner Proficiency9%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress407752%
English Learner Proficiency9989%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian---
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%<
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant<<-

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 54%
Division 45%
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 78%
State 81%
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