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Lake Anne Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-326-3500
Address: 11510 North Shore Dr Reston, VA 20190
Principal: Ms. Jill D. Stewart
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

Accredited: All indicators at Level One or Level Two or Waiver
Accredited With Conditions: One or more indicators at Level Three
Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

Math

Math Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 87 66 13 15 78 63 22 18 70 52 30
Female 17 88 71 12 15 73 59 27 20 71 51 29
Male 25 85 60 15 16 84 68 16 17 70 53 30
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 14 71 57 29 - 75 75 25 - 50 50 50
Hispanic 5 73 68 27 5 62 57 38 14 60 46 40
White 29 97 69 3 28 93 66 7 39 96 57 4
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 25 94 69 6 20 60 40 40 27 82 55 18
Economically Disadvantaged 8 60 52 40 8 58 50 42 2 48 45 52
English Learners 4 61 57 39 4 52 48 48 6 50 44 50
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 87 66 13 15 78 63 22 18 70 52 30
Female 17 88 71 12 15 73 59 27 20 71 51 29
Male 25 85 60 15 16 84 68 16 17 70 53 30
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 14 71 57 29 - 75 75 25 - 50 50 50
Hispanic 5 73 68 27 5 62 57 38 14 60 46 40
White 29 97 69 3 28 93 66 7 39 96 57 4
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 25 94 69 6 20 60 40 40 27 82 55 18
Economically Disadvantaged 8 60 52 40 8 58 50 42 2 48 45 52
English Learners 4 61 57 39 4 52 48 48 6 50 44 50
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 65 90 26 10 63 92 29 8 65 91 26 9
Female 61 89 28 11 58 97 39 3 60 92 32 8
Male 69 92 23 8 67 88 21 12 69 90 21 10
Asian < 100 < 0 < 100 < 0 < < < <
Black 50 83 33 17 14 79 64 21 < < < <
Hispanic 54 77 23 23 73 92 19 8 55 95 40 5
White 75 96 21 4 80 100 20 0 83 100 17 0
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 33 75 42 25 < 100 < 0 < < < <
Economically Disadvantaged 39 72 33 28 21 75 54 25 27 73 45 27
English Learners < < < < 44 94 50 6 70 100 30 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 66 90 25 10 63 92 29 8 66 91 25 9
Female 61 89 28 11 58 97 39 3 63 92 29 8
Male 72 92 20 8 67 88 21 12 69 90 21 10
Asian < 100 < 0 < 100 < 0 < < < <
Black 50 83 33 17 14 79 64 21 < < < <
Hispanic 54 77 23 23 73 92 19 8 58 95 37 5
White 78 96 19 4 80 100 20 0 83 100 17 0
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 36 73 36 27 < 100 < 0 < < < <
Economically Disadvantaged 39 72 33 28 21 75 54 25 27 73 45 27
English Learners < < < < 44 94 50 6 70 100 30 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
School032
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten181531
Kindergarten10190113
Grade 1979584
Grade 21028583
Grade 3868768
Grade 4967371
Grade 5739173
Grade 6807386
Total Students653609609
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students653609609
Female335307318
Male318302291
American Indian112
Asian464035
Black123113113
Hispanic206194195
White229213212
Two or more races484852
Students with Disabilities756387
Not Students with Disabilities578546522
Economically Disadvantaged170236251
Not Economically Disadvantaged483373358
English Learners226222207
Not English Learners427387402
Homeless152012
Military Connected21310
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

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

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

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

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students67033101163233151861940149595271810
Female3401425319146732519743061156
Male330198631319911294217528916134
Asian44214404104234041421
Black124732105935113913110632
Hispanic2029431888562021123192753
White257142225710652161542205874
Two or more races43100422024613146210
Students with Disabilities831212758637691072730
Economically Disadvantaged2571888212239823515752391375
English Learners218142620317362311653223983
Homeless38734239331842026613
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 21
Other Offenses Against Persons 29
Property Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1490.1530.164
Asian6.3997.04413.336.568
Black15.92314.2918.83633.3318.55538.71
Hispanic30.65514.2931.54713.3331.85632.26
Native Hawaiian
White40.17914.2935.06913.3334.97516.13
Two or more races6.69657.147.35126.677.88212.9
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1490.1530.164
Asian6.3997.0446.568
Black15.92318.83618.555
Hispanic30.65531.54731.856
Native Hawaiian
White40.17935.06934.975
Two or more races6.6967.3517.882
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1490.1530.164
Asian6.3997.0446.568
Black15.92318.83618.555
Hispanic30.65531.54731.856
Native Hawaiian
White40.17935.06934.975
Two or more races6.6967.3517.882
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 35.5532.1333.33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 38.1742.2537.16
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 83.8286.8583.03
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional4%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201637%61%0%2%
2016-201727%71%0%2%
2017-201832%66%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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