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Lake Ridge Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-494-9153
Address: 11970 Hedges Run Dr Woodbridge, VA 22192
Principal: Ms. Sarah Harrington
Superintendent: Dr. Steven L. Walts
School Number: 180
Region: 4
Division: Prince William County Public Schools
Division Number: 75
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 One
MathematicsLevel Two

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two Level Three
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 21 61 82 18 20 62 82 18 15 63 78 22
Female 25 59 83 17 23 62 85 15 13 65 79 21
Male 17 64 81 19 17 61 78 22 16 62 78 22
American Indian < < 100 0
Asian 24 71 95 5 32 59 91 9 29 48 76 24
Black 18 60 78 22 20 61 81 19 11 63 74 26
Hispanic 16 55 70 30 11 62 73 27 8 66 74 26
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 26 67 93 7 22 67 88 12 17 67 84 16
Two or more races 21 53 74 26 30 44 74 26 26 53 79 21
Students with Disabilities 18 29 46 54 20 20 40 60 7 38 45 55
Students without Disabilities 21 65 86 14 20 66 86 14 16 66 82 18
Economically Disadvantaged 14 56 70 30 12 60 72 28 7 67 74 26
Not Economically Disadvantaged 24 64 88 12 24 62 87 13 20 61 81 19
English Learners 12 55 68 32 3 51 54 46 3 50 53 47
Military Connected 35 55 90 10 19 44 63 38
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 15 64 78 22 7 72 78 22 11 66 77 23
Female 19 64 83 17 7 71 78 22 7 64 71 29
Male 11 63 74 26 6 73 78 22 15 68 83 18
American Indian < < 100 0
Asian < < < < < < < < < < < <
Black 5 68 73 27 4 72 76 24 10 59 69 31
Hispanic 11 63 74 26 4 74 78 22 13 75 88 13
Native Hawaiian < < 100 0 < < 100 0
White 18 68 86 14 5 78 84 16 11 70 81 19
Two or more races 27 45 73 27 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 13 68 80 20 6 74 81 19 12 70 82 18
Economically Disadvantaged 17 55 72 28 - 68 68 32 6 71 77 23
Not Economically Disadvantaged 14 68 81 19 10 74 84 16 15 62 77 23
English Learners 9 57 65 35 - 54 54 46 7 53 60 40
Military Connected < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 58 80 20 21 57 78 22 17 60 77 23
Female 23 58 81 19 27 61 89 11 18 59 77 23
Male 21 58 79 21 16 53 69 31 17 60 77 23
Asian < < 100 0 < < 100 0 < < < <
Black 17 65 83 17 17 62 79 21 17 65 83 17
Hispanic 29 29 57 43 15 50 65 35 6 68 74 26
Native Hawaiian < < 100 0
White 23 72 95 5 26 56 81 19 21 58 79 21
Two or more races 10 40 50 50 27 45 73 27 < < < <
Students with Disabilities < < < < 33 8 42 58 9 36 45 55
Students without Disabilities 23 63 86 14 19 64 83 17 18 62 81 19
Economically Disadvantaged 6 56 63 38 12 58 70 30 5 65 70 30
Not Economically Disadvantaged 29 59 88 12 26 56 82 18 26 56 82 18
English Learners 17 50 67 33 8 42 50 50 - 64 64 36
Military Connected < < < < < < < <
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 25 63 88 12 34 55 89 11 16 66 81 19
Female 31 55 86 14 37 54 90 10 14 76 89 11
Male 20 70 89 11 31 57 88 12 17 58 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black 29 50 79 21 40 48 88 12 7 66 72 28
Hispanic 8 71 79 21 17 58 75 25 7 53 60 40
White 37 60 97 3 34 63 97 3 17 76 93 7
Two or more races 23 69 92 8 < < < < < < < <
Students with Disabilities 9 45 55 45 10 20 30 70 10 50 60 40
Students without Disabilities 27 65 92 8 36 59 96 4 16 68 84 16
Economically Disadvantaged 19 56 75 25 26 54 80 20 12 65 76 24
Not Economically Disadvantaged 28 66 94 6 38 56 94 6 18 66 84 16
English Learners 11 61 72 28 - 60 60 40 < < < <
Military Connected < < 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 19 61 80 20 19 59 78 22 13 68 81 19
Female 22 57 79 21 19 60 79 21 9 71 79 21
Male 16 65 81 19 19 58 77 23 17 65 82 18
American Indian < < 100 0
Asian 43 57 100 0 41 50 91 9 29 67 95 5
Black 17 51 68 32 13 62 75 25 10 69 78 22
Hispanic 14 54 68 32 13 55 68 32 8 69 77 23
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 23 71 94 6 21 65 85 15 16 69 84 16
Two or more races 9 65 74 26 26 48 74 26 11 58 68 32
Students with Disabilities 11 30 41 59 13 7 20 80 7 45 52 48
Students without Disabilities 20 64 84 16 19 65 84 16 14 71 84 16
Economically Disadvantaged 11 57 68 32 10 60 70 30 8 64 72 28
Not Economically Disadvantaged 23 62 86 14 23 59 82 18 16 71 87 13
English Learners 12 60 72 28 3 44 47 53 3 71 74 26
Military Connected 20 60 80 20 13 63 75 25
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 60 79 21 7 61 68 32 14 65 80 20
Female 20 63 83 17 7 60 67 33 5 67 72 28
Male 18 58 76 24 6 63 69 31 24 63 88 12
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 14 57 71 29 - 68 68 32 13 61 74 26
Hispanic 5 63 68 32 7 48 56 44 6 81 88 13
Native Hawaiian < < 100 0 < < 100 0
White 30 63 93 7 5 73 78 22 22 59 81 19
Two or more races 9 55 64 36 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 19 62 81 19 7 65 72 28 16 70 86 14
Economically Disadvantaged 11 63 74 26 - 57 57 43 14 62 76 24
Not Economically Disadvantaged 22 59 81 19 10 64 74 26 15 68 83 17
English Learners 13 65 78 22 - 31 31 69 6 88 94 6
Military Connected < < < < < < < <
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 21 64 85 15 19 57 77 23 10 74 84 16
Female 23 59 82 18 18 61 80 20 9 71 80 20
Male 19 70 88 12 20 54 74 26 10 77 88 13
Asian < < 100 0 < < 100 0 < < < <
Black 14 68 82 18 10 59 69 31 4 78 83 17
Hispanic 19 48 67 33 15 65 80 20 10 71 81 19
Native Hawaiian < < 100 0
White 23 72 95 5 23 54 77 23 9 79 88 12
Two or more races 10 70 80 20 27 45 73 27 < < < <
Students with Disabilities < < < < 17 8 25 75 9 82 91 9
Students without Disabilities 22 69 91 9 20 65 84 16 10 73 83 17
Economically Disadvantaged 6 59 66 34 18 48 67 33 2 72 74 26
Not Economically Disadvantaged 28 66 94 6 20 62 82 18 15 75 90 10
English Learners 8 67 75 25 - 67 67 33 - 64 64 36
Military Connected < < 100 0 < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 58 76 24 30 59 89 11 16 63 79 21
Female 24 49 73 27 31 60 90 10 14 73 86 14
Male 13 67 80 20 30 58 88 12 17 57 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black 21 32 54 46 28 60 88 12 10 69 79 21
Hispanic 17 52 70 30 17 54 71 29 7 53 60 40
White 17 77 94 6 33 64 97 3 17 66 83 17
Two or more races 8 69 77 23 < < 100 0 < < < <
Students with Disabilities 9 36 45 55 20 - 20 80 10 20 30 70
Students without Disabilities 19 61 80 20 32 65 97 3 16 69 85 15
Economically Disadvantaged 14 51 66 34 11 74 86 14 9 56 65 35
Not Economically Disadvantaged 20 62 82 18 40 51 91 9 20 68 88 13
English Learners 17 44 61 39 9 36 45 55 < < < <
Military Connected < < < < < < < <
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 30 53 82 18 25 65 89 11 27 54 81 19
Female 20 57 76 24 29 62 90 10 30 57 86 14
Male 39 49 88 12 20 68 88 12 25 53 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 48 62 38 20 68 88 12 21 55 76 24
Hispanic 35 48 83 17 13 58 71 29 - 60 60 40
White 44 50 94 6 33 64 97 3 31 59 90 10
Two or more races 15 69 85 15 < < 100 0 < < < <
Students with Disabilities 15 31 46 54 - 30 30 70 - 30 30 70
Students without Disabilities 32 56 87 13 27 68 96 4 30 58 88 13
Economically Disadvantaged 23 51 74 26 9 77 86 14 15 50 65 35
Not Economically Disadvantaged 33 53 86 14 33 58 91 9 34 57 91 9
English Learners 33 33 67 33 - 55 55 45 < < < <
Military Connected < < < < < < < <
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 30 53 82 18 25 65 89 11 27 54 81 19
Female 20 57 76 24 29 62 90 10 30 57 86 14
Male 39 49 88 12 20 68 88 12 25 53 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 48 62 38 20 68 88 12 21 55 76 24
Hispanic 35 48 83 17 13 58 71 29 - 60 60 40
White 44 50 94 6 33 64 97 3 31 59 90 10
Two or more races 15 69 85 15 < < 100 0 < < < <
Students with Disabilities 15 31 46 54 - 30 30 70 - 30 30 70
Students without Disabilities 32 56 87 13 27 68 96 4 30 58 88 13
Economically Disadvantaged 23 51 74 26 9 77 86 14 15 50 65 35
Not Economically Disadvantaged 33 53 86 14 33 58 91 9 34 57 91 9
English Learners 33 33 67 33 - 55 55 45 < < < <
Military Connected < < < < < < < <
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 55 39 94 6 49 43 92 8 38 54 92 8
Female 54 39 93 7 44 53 98 2 31 60 91 9
Male 58 38 95 5 54 34 88 12 47 47 93 7
Asian < < 100 0 < < 100 0 < < 100 0
Black 52 39 91 9 41 45 86 14 32 59 91 9
Hispanic 41 53 94 6 32 63 95 5 28 62 90 10
Native Hawaiian < < 100 0
White 62 33 95 5 56 41 96 4 45 48 94 6
Two or more races 40 50 90 10 70 20 90 10 < < < <
Students with Disabilities < < < < 9 45 55 45 < < < <
Students without Disabilities 58 38 96 4 55 43 98 2 40 52 92 8
Economically Disadvantaged 30 53 83 17 22 69 91 9 26 59 85 15
Not Economically Disadvantaged 67 32 98 2 64 30 93 7 46 51 97 3
English Learners 50 50 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 56 38 94 6 51 42 92 8 38 54 92 8
Female 54 39 93 7 44 53 98 2 31 60 91 9
Male 59 36 95 5 56 31 88 13 47 47 93 7
Asian < < 100 0 < < 100 0 < < 100 0
Black 55 36 91 9 41 45 86 14 32 59 91 9
Hispanic 41 53 94 6 35 59 94 6 28 62 90 10
Native Hawaiian < < 100 0
White 62 33 95 5 56 41 96 4 45 48 94 6
Two or more races 40 50 90 10 70 20 90 10 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 58 38 96 4 55 43 98 2 40 52 92 8
Economically Disadvantaged 31 52 83 17 23 67 90 10 26 59 85 15
Not Economically Disadvantaged 67 32 98 2 64 30 93 7 46 51 97 3
English Learners 50 50 100 0 < < < < < < 100 0
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-14
Division544285416
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-kindergarten021
Kindergarten919393
Grade 188104102
Grade 21078791
Grade 38910786
Grade 410694106
Grade 510810394
Total Students589590573

< = 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 Students589590573
Female304308296
Male285282277
Asian384651
Black142159158
Hispanic122112118
Native Hawaiian523
White224214184
Two or more races585758
Students with Disabilities505351
Students without Disabilities539537522
Economically Disadvantaged181215222
Not Economically Disadvantaged408375351
English Learners114122126
Not English Learners475468447
Homeless1-1
Military Connected334039
< = 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
2012-2013Division4,770.005,107.00573.00
State5,761.004,621.00875.00
2013-2014Division4,657.005,137.00651.00
State5,807.004,651.00784.00
2014-2015Division4,937.005,284.00574.00
State5,933.004,819.00771.00
2015-2016Division4,911.005,285.00683.00
State6,084.004,849.00812.00
2016-2017Division5,092.005,506.00759.00
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 Students549485573655027
Female286242951728513
Male263242621926514
American Indian----<<
Asian402461510
Black142615581577
Hispanic10991061311310
Native Hawaiian<<<<<<
White19826192101738
Two or more races555554522
Students with Disabilities411137104010
Economically Disadvantaged186192012322716
English Learners119311961266
Homeless<<--<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
All Other Offenses 23

< = 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 Indian----
Asian6.57.8
Black24.153.826.929.4
Hispanic20.77.71911.8
Native Hawaiian0.80.3
White3830.836.347.1
Two or more races9.87.79.711.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian6.57.8
Black24.126.9
Hispanic20.719
Native Hawaiian0.80.3
White3836.3
Two or more races9.89.7
< = 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 Indian----
Asian6.57.8
Black24.126.9
Hispanic20.719
Native Hawaiian0.80.3
White3836.3
Two or more races9.89.7
< = 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 34.933.939.4
< = 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 39.340.536.9
< = 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 80.282.180.6
< = 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 - - - 18.4% - 7.9%
Division
All Schools 1.5% 4% 10.2% 8.4% 8.5% 4.3%
High Poverty 1.4% 7.8% 9.8% 13.8% 8.6% 7.1%
Low Poverty - 3% - 6.3% - 3.4%
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 Education5%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 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
2016-201748%50%0%2%
2017-201845%53%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesTS-No-

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 Students83%81%73%75%
Asian91%92%87%75%
Black82%79%60%75%
Hispanic75%72%63%75%
White88%90%81%75%
Economically Disadvantaged72%69%62%75%
English Learners75%71%53%75%
Students with Disabilities43%46%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 Students79%79%74%70%
Asian91%97%89%70%
Black76%69%60%70%
Hispanic71%69%64%70%
White86%90%81%70%
Economically Disadvantaged70%66%63%70%
English Learners75%72%57%70%
Students with Disabilities22%34%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 Students91%
Asian<
Black92%
Hispanic74%
White97%
Economically Disadvantaged86%
English Learners83%
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 Students85%82%
Asian91%91%
Black82%82%
Hispanic81%75%
White88%87%
Economically Disadvantaged74%74%
English Learners78%81%
Students with Disabilities50%30%

< = 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 Students6%7%9%10%
Asian2%5%5%10%
Black5%4%9%10%
Hispanic11%9%9%10%
White5%7%9%10%
Economically Disadvantaged10%10%13%10%
English Learners5%4%8%10%
Students with Disabilities21%23%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 Progress57%46%58%
English Learner Proficiency15%--

< = 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 Progress366357%
English Learner Proficiency138515%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%99%
Asian100%100%<
Black100%100%100%
Hispanic100%100%100%
White99%99%98%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities97%97%91%
Students without Disabilities100%100%100%
Female99%99%98%
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 11%
Division 20%
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 80%
Division 81%
State 81%
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