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Larrymore Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-531-3070
Address: 7600 Halprin Dr Norfolk, VA 23518
Principal: Mr. David Faircloth
Superintendent: Dr. Sharon Byrdsong
School Number: 670
Region: 2
Division: Norfolk City Public Schools
Division Number: 118
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

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2018 through 2020

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 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 62 89 11 21 65 86 14 23 60 83 17
Female 27 65 91 9 26 63 89 11 29 57 86 14
Male 27 60 87 13 17 67 84 16 18 62 80 20
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 25 63 89 11 17 66 83 17 17 61 79 21
Hispanic 17 64 81 19 20 73 93 8 28 53 80 20
White 33 59 93 7 26 57 83 17 27 61 88 12
Two or more races 40 60 100 0 41 59 100 0 50 45 95 5
Students with Disabilities 41 35 76 24 31 29 61 39 30 40 70 30
Students without Disabilities 24 68 92 8 19 73 92 8 21 65 86 14
Economically Disadvantaged 25 63 88 12 22 61 83 17 24 59 83 18
Not Economically Disadvantaged 31 59 90 10 21 69 90 10 22 61 83 17
English Learners 20 64 84 16 10 81 90 10 5 68 74 26
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 18 79 97 3 34 60 94 6
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 29 60 89 11 26 56 83 17 25 56 81 19
Female 25 68 92 8 35 53 88 12 30 60 90 10
Male 33 52 85 15 18 59 77 23 22 53 76 24
Black 32 60 92 8 17 59 76 24 16 61 76 24
Hispanic 31 38 69 31 36 57 93 7 30 50 80 20
White 23 68 90 10 33 47 80 20 35 52 87 13
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 50 30 80 20 38 13 50 50 35 40 75 25
Students without Disabilities 24 67 91 9 24 66 90 10 22 62 84 16
Economically Disadvantaged 28 62 90 10 24 48 72 28 29 53 82 18
Not Economically Disadvantaged 30 57 86 14 29 66 95 5 20 60 80 20
English Learners 31 54 85 15 < < < < < < 100 0
Military Connected 40 60 100 0 50 36 86 14
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 23 64 87 13 21 67 88 12 28 52 80 20
Female 23 63 85 15 20 73 93 7 40 40 80 20
Male 24 65 88 12 21 63 84 16 13 67 79 21
Asian < < < < < < 100 0 < < 100 0
Black 17 67 84 16 22 65 86 14 19 52 71 29
Hispanic < < < < 13 81 94 6 38 38 75 25
White 46 46 92 8 16 68 84 16 32 63 95 5
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 27 40 67 33 32 41 73 27 24 35 59 41
Students without Disabilities 22 68 91 9 18 75 92 8 29 56 85 15
Economically Disadvantaged 20 65 86 14 25 66 90 10 29 53 82 18
Not Economically Disadvantaged 32 59 91 9 15 70 85 15 28 50 78 23
English Learners < < < < < < 100 0 10 60 70 30
Homeless < < 100 0 < < 100 0
Military Connected - 91 91 9 25 75 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 62 92 8 17 70 87 13 17 69 86 14
Female 35 62 97 3 24 61 85 15 17 73 90 10
Male 26 63 88 12 11 77 89 11 18 66 84 16
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 28 62 90 10 13 72 85 15 17 68 85 15
Hispanic 8 83 92 8 10 80 90 10 14 71 86 14
White 50 50 100 0 38 46 85 15 17 67 83 17
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 43 36 79 21 23 31 54 46 30 43 74 26
Students without Disabilities 27 68 95 5 16 77 93 7 14 76 90 10
Economically Disadvantaged 28 62 91 9 17 69 85 15 17 67 83 17
Not Economically Disadvantaged 33 63 96 4 18 73 90 10 19 72 91 9
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 17 83 100 0 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 60 89 11 20 63 83 17 20 68 88 12
Female 33 58 91 9 27 60 86 14 23 63 85 15
Male 27 61 88 12 14 65 80 20 18 73 91 9
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 9 91 100 0 < < 100 0
Black 26 61 87 13 15 62 77 23 12 71 83 17
Hispanic 19 69 89 11 23 67 90 10 29 56 85 15
White 44 46 91 9 26 58 85 15 30 67 97 3
Two or more races 13 87 100 0 36 59 95 5 25 75 100 0
Students with Disabilities 43 29 71 29 32 18 50 50 28 48 77 23
Students without Disabilities 27 67 93 7 18 72 90 10 18 73 92 8
Economically Disadvantaged 26 62 88 12 21 57 78 22 19 69 88 13
Not Economically Disadvantaged 39 54 93 7 19 70 89 11 23 67 89 11
English Learners 36 60 96 4 14 77 91 9 10 70 80 20
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 18 76 94 6 26 71 97 3
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 35 54 90 10 24 58 82 18 30 62 92 8
Female 38 55 92 8 34 52 86 14 33 53 87 13
Male 33 54 87 13 14 64 77 23 28 67 96 4
Black 30 58 88 12 11 61 72 28 16 76 92 8
Hispanic 25 63 88 13 50 43 93 7 27 55 82 18
White 48 42 90 10 33 60 93 7 48 48 96 4
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 55 20 75 25 38 19 56 44 40 40 80 20
Students without Disabilities 31 62 93 7 21 67 88 13 27 70 96 4
Economically Disadvantaged 28 60 88 12 22 50 72 28 27 67 93 7
Not Economically Disadvantaged 49 43 92 8 26 67 93 7 35 55 90 10
English Learners 46 54 100 0 30 60 90 10 < < 100 0
Military Connected 20 80 100 0 43 50 93 7
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 20 68 89 11 19 61 80 20 17 64 81 19
Female 26 63 89 11 20 61 80 20 22 58 80 20
Male 16 72 88 12 18 62 80 20 10 72 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 65 84 16 24 51 75 25 7 62 69 31
Hispanic < < 100 0 7 80 87 13 38 44 81 19
White 46 46 92 8 16 64 80 20 26 68 95 5
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 33 27 60 40 33 19 52 48 18 47 65 35
Students without Disabilities 18 77 95 5 15 73 88 13 17 68 85 15
Economically Disadvantaged 18 69 87 13 23 54 77 23 18 61 80 20
Not Economically Disadvantaged 29 67 95 5 13 73 85 15 15 68 83 18
English Learners < < 100 0 < < 100 0 10 60 70 30
Homeless < < 100 0 < < 100 0
Military Connected 9 82 91 9 8 92 100 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 32 57 90 10 18 68 86 14 17 75 92 8
Female 32 59 91 9 27 66 93 7 17 73 90 10
Male 33 56 88 12 11 70 81 19 16 77 93 7
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 32 58 90 10 12 72 83 17 13 73 87 13
Hispanic 17 67 83 17 10 80 90 10 21 71 93 7
White 30 60 90 10 38 46 85 15 17 83 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 36 43 79 21 23 15 38 62 26 57 83 17
Students without Disabilities 32 60 92 8 17 77 94 6 14 80 94 6
Economically Disadvantaged 32 57 89 11 19 67 85 15 14 76 89 11
Not Economically Disadvantaged 33 58 92 8 18 70 88 13 21 74 95 5
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 25 67 92 8 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 64 86 14 17 66 83 17 17 61 79 21
Female 18 65 82 18 24 59 83 17 13 67 79 21
Male 26 63 88 12 11 72 83 17 21 57 79 21
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 24 60 84 16 10 68 78 22 13 60 73 27
Hispanic 17 58 75 25 20 70 90 10 29 50 79 21
White 30 70 100 0 46 38 85 15 21 63 83 17
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 29 43 71 29 15 31 46 54 26 22 48 52
Students without Disabilities 21 68 89 11 17 72 89 11 15 72 87 13
Economically Disadvantaged 25 58 83 17 13 74 87 13 17 59 76 24
Not Economically Disadvantaged 17 75 92 8 23 55 78 23 19 65 84 16
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 33 58 92 8 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 64 86 14 17 66 83 17 17 61 79 21
Female 18 65 82 18 24 59 83 17 13 67 79 21
Male 26 63 88 12 11 72 83 17 21 57 79 21
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 24 60 84 16 10 68 78 22 13 60 73 27
Hispanic 17 58 75 25 20 70 90 10 29 50 79 21
White 30 70 100 0 46 38 85 15 21 63 83 17
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 29 43 71 29 15 31 46 54 26 22 48 52
Students without Disabilities 21 68 89 11 17 72 89 11 15 72 87 13
Economically Disadvantaged 25 58 83 17 13 74 87 13 17 59 76 24
Not Economically Disadvantaged 17 75 92 8 23 55 78 23 19 65 84 16
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 33 58 92 8 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 53 92 8 35 50 85 15 32 55 87 13
Female 33 57 90 10 40 45 85 15 31 51 82 18
Male 42 51 93 7 31 54 85 15 32 58 90 10
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 27 63 90 10 27 53 80 20 21 62 83 17
Hispanic 60 30 90 10 < < 100 0 67 25 92 8
White 50 50 100 0 46 38 85 15 29 63 92 8
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 8 75 83 17 23 15 38 62 18 55 73 27
Students without Disabilities 44 49 93 7 37 56 92 8 35 55 90 10
Economically Disadvantaged 34 56 90 10 28 57 85 15 16 65 81 19
Not Economically Disadvantaged 48 48 96 4 44 41 85 15 55 40 95 5
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < 100 0 < < 100 0
Military Connected 73 18 91 9 < < 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 41 50 91 9 33 52 84 16 32 54 86 14
Female 34 55 90 10 37 47 84 16 31 50 81 19
Male 46 46 92 8 29 55 84 16 33 56 89 11
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 30 59 89 11 26 53 79 21 19 62 81 19
Hispanic 60 30 90 10 < < 100 0 67 25 92 8
White < < 100 0 42 42 83 17 30 61 91 9
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < - 20 20 80 13 47 60 40
Students without Disabilities 44 49 93 7 37 56 92 8 35 55 90 10
Economically Disadvantaged 38 51 89 11 27 58 85 15 16 63 79 21
Not Economically Disadvantaged 48 48 96 4 41 43 84 16 54 41 95 5
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < 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-13
Division994590
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 2017-20182018-20192019-2020
Pre-kindergarten333536
Kindergarten847294
Grade 11037994
Grade 2829387
Grade 3877596
Grade 41078682
Grade 592107100
Total Students588547589

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students588547589
Female263254269
Male325293320
American Indian221
Asian161413
Black309266272
Hispanic8291103
Native Hawaiian211
White139137156
Two or more races383643
Students with Disabilities919192
Students without Disabilities497456497
Economically Disadvantaged405278312
Not Economically Disadvantaged183269277
English Learners454028
Not English Learners543507561
Military Connected806076
Foster Care212
< = 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
2015-2016Division3,861.005,819.001,737.00
State6,084.004,849.00812.00
2016-2017Division3,840.006,085.001,761.00
State6,248.005,052.00871.00
2017-2018Division3,923.006,285.001,643.00
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 Students451844926746853
Female213342212922319
Male238502713824534
American Indian<<<<<<
Asian120160120
Black250392583022926
Hispanic6510758803
Native Hawaiian<<<<<<
White97301102111420
Two or more races225307304
Students with Disabilities672170259026
Economically Disadvantaged307692534625038
English Learners395492412
Homeless<<56<<
< = 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

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 32
Other Offenses Against Persons <
Weapons Offenses <

< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.70.30.4
Asian2.42.72.6
Black53.782.452.667.948.664
Hispanic13.65.913.93.616.68
Native Hawaiian0.42.90.30.2
White23.88.823.617.92512
Two or more races5.46.510.76.616
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.70.30.4
Asian2.42.72.6
Black53.710052.648.6
Hispanic13.613.916.6100
Native Hawaiian0.40.30.2
White23.823.625
Two or more races5.46.56.6
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.70.30.4
Asian2.42.72.6
Black53.752.648.6
Hispanic13.613.916.6
Native Hawaiian0.40.30.2
White23.823.625
Two or more races5.46.56.6
< = 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 61.7100100
< = 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 70.671.369
< = 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 81.977.673.4
< = 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 School6.8%4.5%
Division9.3%2.3%
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
2016-201741%54%0%5%
2017-201846%50%0%4%
2018-201947%49%0%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSTS-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
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 Students84%86%73%75%
Asian<91%87%75%
Black80%84%60%75%
Hispanic84%85%63%75%
White89%88%81%75%
Economically Disadvantaged84%85%62%75%
English Learners86%86%53%75%
Students with Disabilities70%68%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 Students89%87%74%70%
Asian<100%89%70%
Black85%83%60%70%
Hispanic85%87%64%70%
White97%91%81%70%
Economically Disadvantaged89%85%63%70%
English Learners87%91%57%70%
Students with Disabilities78%67%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 Students80%
Asian<
Black76%
Hispanic79%
White83%
Economically Disadvantaged78%
English Learners75%
Students with Disabilities50%

< = 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 Students86%92%
Asian<<
Black83%89%
Hispanic87%90%
White89%97%
Economically Disadvantaged85%93%
English Learners89%93%
Students with Disabilities73%83%

< = 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 Students10%13%9%10%
Asian--5%10%
Black10%11%9%10%
Hispanic4%9%9%10%
White15%18%9%10%
Economically Disadvantaged13%16%13%10%
English Learners5%7%8%10%
Students with Disabilities22%24%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 Progress67%46%58%
English Learner Proficiency35%--

< = 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 Progress182767%
English Learner Proficiency123435%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian<<<
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
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 58%
Division 58%
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 85%
State 81%
Larrymore Elementary to top