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King George Elementary

General school information

Category: Elementary (KG-06) School
Phone: 540-775-5411
Address: 10381 Ridge Road King George, VA 22485
Principal: Mr. Ronald Monroe
Superintendent: Dr. Robert B. Benson
School Number: 100
Region: 3
Division: King George County Public Schools
Division Number: 48
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 Two
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level Two Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Too Small
Hispanic Level One Level One
Students with Disabilities Level Three Level Two
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 54 82 18 27 52 79 21 21 56 78 22
Female 27 55 83 17 26 52 78 22 19 60 79 21
Male 29 53 82 18 28 53 80 20 24 52 76 24
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 12 51 63 37 10 47 56 44 7 51 58 42
Hispanic 16 72 88 12 19 50 69 31 17 67 83 17
White 33 55 88 12 32 54 87 13 27 56 82 18
Two or more races 21 39 61 39 23 46 69 31 12 62 74 26
Students with Disabilities 24 20 44 56 19 24 44 56 21 20 41 59
Students without Disabilities 29 60 89 11 28 57 85 15 22 63 84 16
Economically Disadvantaged 18 53 71 29 13 48 61 39 10 56 66 34
Not Economically Disadvantaged 33 54 87 13 34 55 89 11 29 56 85 15
English Learners < < < < < < < < < < < <
Military Connected 33 58 91 9 47 47 93 7
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 19 54 73 27 22 51 73 27 14 62 75 25
Female 18 52 70 30 20 48 68 32 10 74 84 16
Male 21 56 76 24 25 54 79 21 17 50 67 33
Asian < < 100 0 < < 100 0
Black - 46 46 54 10 40 50 50 5 63 68 32
Hispanic < < 100 0 < < < < < < < <
White 26 56 82 18 24 56 80 20 15 65 79 21
Two or more races 18 36 55 45 27 45 73 27 13 56 69 31
Students with Disabilities 19 14 33 67 21 21 42 58 28 22 50 50
Students without Disabilities 19 61 81 19 22 57 79 21 11 70 81 19
Economically Disadvantaged 4 53 57 43 9 47 56 44 9 63 72 28
Not Economically Disadvantaged 28 54 82 18 29 54 83 17 19 60 79 21
English Learners < < < < < < 100 0
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 54 76 24 26 50 76 24 18 55 73 27
Female 20 62 82 18 23 51 74 26 12 59 71 29
Male 25 45 70 30 29 49 79 21 25 51 76 24
Black 15 41 56 44 7 48 55 45 - 50 50 50
Hispanic < < < < < < 100 0 < < < <
White 25 58 83 17 35 46 82 18 23 55 77 23
Two or more races < < < < < < < < 15 54 69 31
Students with Disabilities 21 16 37 63 25 25 50 50 18 27 45 55
Students without Disabilities 23 60 83 17 27 54 81 19 18 61 79 21
Economically Disadvantaged 14 55 68 32 8 49 57 43 8 45 53 47
Not Economically Disadvantaged 27 53 80 20 37 51 87 13 24 61 85 15
English Learners < < < < < < 100 0
Military Connected 30 60 90 10 < < 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 44 43 88 13 21 57 79 21 30 50 81 19
Female 48 37 85 15 22 59 81 19 31 51 82 18
Male 39 51 90 10 21 56 76 24 30 50 80 20
Asian < < 100 0 < < 100 0 < < 100 0
Black 35 45 80 20 6 48 55 45 7 48 56 44
Hispanic < < 100 0 20 50 70 30 < < 100 0
White 47 42 89 11 27 63 90 10 38 47 86 14
Two or more races < < < < 20 40 60 40 < < < <
Students with Disabilities 39 17 56 44 9 26 35 65 25 15 40 60
Students without Disabilities 45 47 92 8 24 64 88 12 31 56 87 13
Economically Disadvantaged 44 39 83 17 16 45 62 38 13 50 63 37
Not Economically Disadvantaged 44 45 89 11 25 65 90 10 41 51 92 8
Military Connected 40 50 90 10 50 30 80 20
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 75 88 12 33 53 86 14 19 59 78 22
Female 11 81 91 9 36 49 85 15 17 62 79 21
Male 16 69 85 15 29 58 86 14 21 56 77 23
American Indian < < 100 0 < < 100 0
Asian < < 100 0
Black - 79 79 21 19 48 67 33 11 46 57 43
Hispanic < < < < < < < < < < < <
White 17 75 92 8 37 56 93 7 23 61 84 16
Two or more races < < < < < < < < - 77 77 23
Students with Disabilities 13 38 50 50 25 25 50 50 15 15 30 70
Students without Disabilities 14 81 95 5 34 57 91 9 20 67 86 14
Economically Disadvantaged 12 67 79 21 17 51 69 31 9 65 74 26
Not Economically Disadvantaged 14 78 93 7 38 54 92 8 25 55 81 19
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 30 70 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 65 35 100 0 80 20 100 0 50 50 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male 69 31 100 0 < < 100 0 < < 100 0
White 65 35 100 0 < < 100 0 50 50 100 0
Students without Disabilities 65 35 100 0 80 20 100 0 50 50 100 0
Not Economically Disadvantaged 65 35 100 0 < < 100 0 50 50 100 0
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 25 57 81 19 17 59 76 24 30 50 80 20
Female 23 52 75 25 21 58 79 21 25 52 77 23
Male 26 62 89 11 12 60 73 27 35 48 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 50 60 40 - 58 58 42 - 52 52 48
Hispanic < < < < - 70 70 30 < < 100 0
White 29 57 86 14 21 63 84 16 38 49 87 13
Two or more races < < < < < < < < < < < <
Students with Disabilities 33 33 67 33 - 35 35 65 5 40 45 55
Students without Disabilities 23 60 84 16 20 64 84 16 34 52 86 14
Economically Disadvantaged 14 53 67 33 5 55 60 40 9 54 63 37
Not Economically Disadvantaged 29 58 87 13 23 62 86 14 43 48 91 9
Military Connected 36 55 91 9 50 30 80 20
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 25 57 81 19 17 59 76 24 30 50 80 20
Female 23 52 75 25 21 58 79 21 25 52 77 23
Male 26 62 89 11 12 60 73 27 35 48 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 50 60 40 - 58 58 42 - 52 52 48
Hispanic < < < < - 70 70 30 < < 100 0
White 29 57 86 14 21 63 84 16 38 49 87 13
Two or more races < < < < < < < < < < < <
Students with Disabilities 33 33 67 33 - 35 35 65 5 40 45 55
Students without Disabilities 23 60 84 16 20 64 84 16 34 52 86 14
Economically Disadvantaged 14 53 67 33 5 55 60 40 9 54 63 37
Not Economically Disadvantaged 29 58 87 13 23 62 86 14 43 48 91 9
Military Connected 36 55 91 9 50 30 80 20
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 29 44 73 27 28 46 74 26 21 47 67 33
Female 28 48 75 25 25 46 70 30 12 51 63 37
Male 30 39 70 30 31 47 77 23 30 41 71 29
Black 4 50 54 46 3 45 48 52 - 39 39 61
Hispanic < < < < < < 100 0 < < < <
White 37 41 78 22 34 47 82 18 25 46 71 29
Two or more races < < < < < < < < 23 54 77 23
Students with Disabilities 15 30 45 55 30 25 55 45 14 32 45 55
Students without Disabilities 31 46 77 23 28 50 78 22 22 50 72 28
Economically Disadvantaged 11 48 59 41 10 37 47 53 6 39 45 55
Not Economically Disadvantaged 37 42 79 21 38 52 90 10 29 51 80 20
English Learners < < < < < < < <
Military Connected 30 40 70 30 < < 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 28 43 72 28 27 47 74 26 20 46 66 34
Female 28 46 75 25 22 47 69 31 12 50 62 38
Male 29 40 68 32 30 48 78 22 28 42 70 30
Black - 48 48 52 - 46 46 54 - 39 39 61
Hispanic < < < < < < 100 0 < < < <
White 36 41 77 23 34 48 82 18 24 45 69 31
Two or more races < < < < < < < < 23 54 77 23
Students with Disabilities 7 20 27 73 20 27 47 53 6 24 29 71
Students without Disabilities 31 46 77 23 28 50 78 22 22 50 72 28
Economically Disadvantaged 8 48 55 45 7 39 46 54 2 36 39 61
Not Economically Disadvantaged 38 41 79 21 38 52 89 11 29 51 80 20
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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---
Division-22
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-kindergarten102102108
Kindergarten123116103
Grade 191130115
Grade 210892119
Grade 3146123104
Grade 4138140131
Grade 5139145140
Grade 6139136157
Total Students986984977

< = 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 Students986984977
Female469480466
Male517504511
American Indian564
Asian577
Black200189180
Hispanic374251
Native Hawaiian121
White670653637
Two or more races688597
Students with Disabilities160172181
Students without Disabilities826812796
Economically Disadvantaged395391423
Not Economically Disadvantaged591593554
English Learners111411
Not English Learners975970966
Military Connected594346
Foster Care522
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division3,378.005,054.00531.00
State6,084.004,849.00812.00
2016-2017Division3,985.005,429.00628.00
State6,248.005,052.00871.00
2017-2018Division3,927.005,642.00475.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students730150721157729132
Female355733567735661
Male375773658037371
American Indian<<<<<<
Asian<<<<<<
Black136311462614222
Hispanic2862515366
Native Hawaiian<<<<--
White50310148110447188
Two or more races521257107016
Students with Disabilities108371163311227
Economically Disadvantaged232642629029177
English Learners9175111
Homeless76<<104
< = 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 23
Other Offenses Against Persons <
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 Indian0.50.65.3
Asian0.50.7
Black20.766.719.242.1
Hispanic3.84.35.3
Native Hawaiian0.10.2
White69.233.366.442.1
Two or more races78.65.3
< = 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 Indian0.50.6
Asian0.50.7
Black20.719.2
Hispanic3.84.3
Native Hawaiian0.10.2
White69.266.4
Two or more races78.6
< = 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 Indian0.50.6
Asian0.50.7
Black20.719.2
Hispanic3.84.3
Native Hawaiian0.10.2
White69.266.4
Two or more races78.6
< = 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 35.538.752.3
< = 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 55.751.352
< = 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 73.669.469.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School6%1.5%
Division10.4%3.5%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201742%57%1%0%
2017-201843%56%1%0%
2018-201935%64%1%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianTSTS-TS-
BlackYesYes-No-
HispanicYesYes-No-
WhiteYesYes-No-
Economically DisadvantagedYesYes-No-
English LearnersTSTSTSTS-
Students with DisabilitiesYesYes-No-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%79%73%75%
Asian<92%87%75%
Black60%57%60%75%
Hispanic69%73%63%75%
White85%85%81%75%
Economically Disadvantaged63%62%62%75%
English Learners<38%53%75%
Students with Disabilities47%48%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%83%74%70%
Asian<100%89%70%
Black57%60%60%70%
Hispanic69%82%64%70%
White87%89%81%70%
Economically Disadvantaged61%68%63%70%
English Learners<44%57%70%
Students with Disabilities44%50%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students76%
Asian<
Black58%
Hispanic70%
White84%
Economically Disadvantaged60%
English Learners<
Students with Disabilities35%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students82%83%
Asian<<
Black69%68%
Hispanic69%73%
White86%89%
Economically Disadvantaged68%66%
English Learners<<
Students with Disabilities55%59%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students18%16%9%10%
Asian<-5%10%
Black15%15%9%10%
Hispanic38%20%9%10%
White18%16%9%10%
Economically Disadvantaged26%24%13%10%
English Learners42%21%8%10%
Students with Disabilities22%23%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency<--

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%99%
Asian<<<
Black100%100%100%
Hispanic100%100%100%
White100%100%99%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%99%
English Learners<<<
Students with Disabilities99%99%96%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%99%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 32%
Division 26%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School 83%
Division 81%
State 81%
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