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Lawson-Marriott Elementary

General school information

Category: Elementary (PK-07) School
Phone: 804-769-3116
Address: 1599 Newtown Rd St Stephens Church, VA 23148
Principal: Mrs. Jennifer Perry
Superintendent: Dr. Carol B. Carter
School Number: 290
Region: 3
Division: King and Queen County Public Schools
Division Number: 49
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.)
Annual Waiver: 2018 through 2020

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 15 67 82 18 14 61 75 25 12 68 81 19
Female 16 67 82 18 15 57 72 28 11 68 78 22
Male 14 68 82 18 14 66 79 21 15 69 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 69 79 21 18 55 73 27 18 63 82 18
Hispanic < < 100 0 < < 100 0 < < < <
White 15 67 82 18 14 62 76 24 10 71 81 19
Two or more races 10 80 90 10 - 75 75 25 - 73 73 27
Students with Disabilities 5 45 50 50 15 31 46 54 8 42 50 50
Students without Disabilities 16 70 86 14 14 69 83 17 14 76 90 10
Economically Disadvantaged 12 67 79 21 11 62 72 28 6 74 81 19
Not Economically Disadvantaged 20 68 88 12 26 58 84 16 26 54 80 20
English Learners < < 100 0 < < 100 0 < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 57 71 29 6 61 67 33 20 60 80 20
Female 14 64 77 23 8 69 77 23 21 50 71 29
Male 15 50 65 35 < < < < 18 73 91 9
Black 20 60 80 20 < < < < 21 50 71 29
White 14 55 69 31 < < < < 20 70 90 10
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 14 64 78 22 7 64 71 29 21 74 95 5
Economically Disadvantaged 10 57 67 33 6 59 65 35 19 63 81 19
Not Economically Disadvantaged 25 58 83 17 < < 100 0 < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 67 84 16 24 41 66 34 11 78 89 11
Female 6 75 81 19 36 29 64 36 13 75 88 13
Male 22 63 85 15 13 53 67 33 < < 100 0
Black 10 75 85 15 < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 18 59 76 24 22 39 61 39 < < < <
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 18 68 85 15 22 52 74 26 15 77 92 8
Economically Disadvantaged 15 67 82 18 18 41 59 41 - 86 86 14
Not Economically Disadvantaged 20 70 90 10 < < < < < < 100 0
English Learners < < 100 0 < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 63 85 15 13 80 93 7 15 46 62 38
Female 31 46 77 23 - 92 92 8 8 62 69 31
Male 7 93 100 0 22 72 94 6 23 31 54 46
Black < < < < 19 69 88 13 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 21 67 88 13 < < 100 0 13 53 67 33
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 28 63 91 9 15 77 92 8 15 60 75 25
Economically Disadvantaged 15 65 80 20 13 79 92 8 6 50 56 44
Not Economically Disadvantaged 30 60 90 10 < < 100 0 30 40 70 30
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 70 80 20 17 43 61 39 8 88 96 4
Female 6 75 81 19 19 38 56 44 - 90 90 10
Male 14 64 79 21 < < < < 13 87 100 0
American Indian < < 100 0
Black - 71 71 29 < < < < 13 81 94 6
White 7 79 86 14 8 54 62 38 < < 100 0
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 11 74 85 15 21 57 79 21 9 87 96 4
Economically Disadvantaged 11 68 79 21 7 60 67 33 5 95 100 0
Not Economically Disadvantaged 9 73 82 18 < < < < < < < <
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
All Students 8 88 96 4 8 76 84 16 5 74 79 21
Female 13 88 100 0 8 67 75 25 8 67 75 25
Male - 90 90 10 8 85 92 8 < < < <
Asian < < 100 0
Black < < < < 7 71 79 21 < < < <
White 13 87 100 0 10 80 90 10 - 80 80 20
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 8 88 96 4 5 86 91 9 8 83 92 8
Economically Disadvantaged - 100 100 0 6 69 75 25 - 75 75 25
Not Economically Disadvantaged 13 81 94 6 < < 100 0 < < < <
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 18 53 72 28 18 44 62 38 10 73 83 17
Female 14 56 70 30 15 40 55 45 9 69 78 22
Male 23 51 73 27 21 49 70 30 10 79 90 10
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 19 56 75 25 20 37 57 43 12 67 80 20
Hispanic < < 100 0 < < 100 0 < < < <
White 16 51 67 33 16 47 63 37 6 81 88 13
Two or more races < < < < 8 58 67 33 18 73 91 9
Students with Disabilities 11 16 26 74 16 28 44 56 8 50 58 42
Students without Disabilities 19 58 77 23 18 48 67 33 10 80 91 9
Economically Disadvantaged 16 54 70 30 16 43 59 41 6 78 85 15
Not Economically Disadvantaged 21 53 74 26 23 48 71 29 17 63 80 20
English Learners < < 100 0 < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 55 64 36 - 67 67 33 8 76 84 16
Female 14 50 64 36 - 62 62 38 7 64 71 29
Male 5 60 65 35 < < < < 9 91 100 0
Black 18 55 73 27 < < < < 7 71 79 21
White 7 54 61 39 < < < < - 90 90 10
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 8 61 69 31 - 71 71 29 5 89 95 5
Economically Disadvantaged 3 57 60 40 - 65 65 35 13 75 88 13
Not Economically Disadvantaged 25 50 75 25 < < 100 0 < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 44 84 16 41 41 83 17 11 72 83 17
Female 25 63 88 13 36 50 86 14 13 69 81 19
Male 48 33 81 19 47 33 80 20 < < 100 0
Black 45 40 85 15 < < < < < < < <
Hispanic < < 100 0 < < < <
White 35 41 76 24 39 44 83 17 < < < <
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 43 43 85 15 43 43 87 13 15 85 100 0
Economically Disadvantaged 39 52 91 9 36 41 77 23 - 86 86 14
Not Economically Disadvantaged 40 20 60 40 < < 100 0 < < < <
English Learners < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 51 69 31 21 52 72 28 15 69 85 15
Female 12 50 62 38 17 42 58 42 8 85 92 8
Male 31 54 85 15 24 59 82 18 23 54 77 23
Black < < < < 19 50 69 31 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 13 57 70 30 < < < < 13 73 87 13
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 19 63 81 19 23 50 73 27 15 75 90 10
Economically Disadvantaged 11 47 58 42 26 43 70 30 13 81 94 6
Not Economically Disadvantaged 25 55 80 20 < < < < 20 50 70 30
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 70 73 27 13 35 48 52 5 79 84 16
Female 6 65 71 29 13 25 38 63 < < < <
Male - 77 77 23 < < < < 9 73 82 18
American Indian < < 100 0
Black - 64 64 36 < < < < 8 67 75 25
White 7 71 79 21 - 46 46 54 < < 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 4 78 81 19 14 50 64 36 6 76 82 18
Economically Disadvantaged 6 61 67 33 - 40 40 60 7 80 87 13
Not Economically Disadvantaged - 83 83 17 < < < < < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 48 64 36 4 32 36 64 5 70 75 25
Female 20 53 73 27 8 25 33 67 8 50 58 42
Male 10 40 50 50 - 38 38 62 < < 100 0
Black < < < < 7 29 36 64 < < < <
White 29 21 50 50 - 30 30 70 - 80 80 20
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 16 48 64 36 - 36 36 64 7 79 86 14
Economically Disadvantaged 10 50 60 40 6 25 31 69 - 67 67 33
Not Economically Disadvantaged 20 47 67 33 < < < < < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0
Asian < < 100 0
Black < < 100 0
White < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 21 55 76 24 10 70 80 20 35 50 85 15
Female 16 52 68 32 8 58 67 33 15 77 92 8
Male 31 62 92 8 11 78 89 11 54 23 77 23
Black < < < < 13 69 81 19 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 17 57 74 26 < < < < 47 40 87 13
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 23 61 84 16 12 69 81 19 45 55 100 0
Economically Disadvantaged 11 50 61 39 13 67 79 21 31 50 81 19
Not Economically Disadvantaged 30 60 90 10 < < < < 40 50 90 10
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 21 55 76 24 10 70 80 20 35 50 85 15
Female 16 52 68 32 8 58 67 33 15 77 92 8
Male 31 62 92 8 11 78 89 11 54 23 77 23
Black < < < < 13 69 81 19 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 17 57 74 26 < < < < 47 40 87 13
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 23 61 84 16 12 69 81 19 45 55 100 0
Economically Disadvantaged 11 50 61 39 13 67 79 21 31 50 81 19
Not Economically Disadvantaged 30 60 90 10 < < < < 40 50 90 10
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 40 44 84 16 26 57 83 17 54 32 86 14
Female 35 50 85 15 19 58 77 23 46 36 82 18
Male 44 39 83 17 32 57 89 11 < < 100 0
Asian < < 100 0 < < 100 0
Black 52 31 83 17 27 55 82 18 58 25 83 17
Hispanic < < 100 0 < < 100 0
White 22 63 84 16 25 61 86 14 61 22 83 17
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < 33 33 67 33
Students without Disabilities 41 44 85 15 31 58 89 11 64 32 96 4
Economically Disadvantaged 50 36 86 14 21 58 79 21 50 35 85 15
Not Economically Disadvantaged 25 57 82 18 38 56 94 6 64 27 91 9
English Learners < < 100 0 < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 69 85 15 13 71 83 17 47 32 79 21
Female 19 69 88 13 9 64 73 27 33 33 67 33
Male 10 70 80 20 15 77 92 8 < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < 8 69 77 23 < < < <
White 20 73 93 7 10 80 90 10 50 20 70 30
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 15 69 85 15 14 73 86 14 58 33 92 8
Economically Disadvantaged 10 70 80 20 7 73 80 20 42 33 75 25
Not Economically Disadvantaged 19 69 88 13 < < < < < < < <
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 55 30 84 16 41 41 81 19 61 33 94 6
Female 50 33 83 17 33 42 75 25 56 38 94 6
Male 58 27 85 15 47 40 87 13 < < 100 0
Asian < < 100 0
Black 70 15 85 15 < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 24 53 76 24 35 47 82 18 < < 100 0
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 57 29 86 14 48 43 91 9 69 31 100 0
Economically Disadvantaged 63 25 88 13 35 40 75 25 57 36 93 7
Not Economically Disadvantaged 33 42 75 25 < < 100 0 < < 100 0
English Learners < < 100 0 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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
School1--
Division1--
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-kindergarten172124
Kindergarten312230
Grade 1462543
Grade 23511796
Grade 3482027
Grade 4432822
Grade 5413126
Grade 6332526
Grade 7272720
Total Students321316314

< = 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 Students321316314
Female172169171
Male149147143
American Indian332
Asian925
Black110128124
Hispanic91016
White170146142
Two or more races202725
Students with Disabilities304242
Students without Disabilities291274272
Economically Disadvantaged152157149
Not Economically Disadvantaged169159165
English Learners333
Not English Learners318313311
Military Connected1323
< = 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
2012-2013Division4,969.005,521.003,074.00
State5,761.004,621.00875.00
2013-2014Division5,376.005,829.001,477.00
State5,807.004,651.00784.00
2014-2015Division4,260.005,922.001,150.00
State5,933.004,819.00771.00
2015-2016Division4,640.005,846.001,217.00
State6,084.004,849.00812.00
2016-2017Division4,760.006,512.001,160.00
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 Students257462463326315
Female136261242114311
Male12120122121204
American Indian<<<<<<
Asian<<<<<<
Black92109771013
Hispanic74<<133
White13427110231228
Two or more races145243201
Students with Disabilities2692811368
Economically Disadvantaged13430114291609
English Learners<<<<<<
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 26
Other Offenses Against Persons <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.90.93.8
Asian2.80.6
Black34.323.140.553.8
Hispanic2.83.211.5
Native Hawaiian----
White5376.946.223.1
Two or more races6.28.57.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.90.9
Asian2.80.6
Black34.340.5
Hispanic2.83.2
Native Hawaiian
White5346.2
Two or more races6.28.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.90.9
Asian2.80.6
Black34.340.5
Hispanic2.83.2
Native Hawaiian----
White5346.2
Two or more races6.28.5
< = 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 43.857.865.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 57.860.365.7
< = 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 61.16367.8
< = 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 8.7% - 8.7% - - -
Division
All Schools 6.1% 14.3% 4.1% 32.1% 2% 10.7%
High Poverty - 14.3% - 32.1% - 10.7%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

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

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education0%4%

< = 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
2016-201763%33%4%0%
2017-201867%33%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesNo-No-
AsianTSTS-TS-
BlackYesYes-Yes-
HispanicTSTS-TS-
WhiteNoNo-No-
Economically DisadvantagedYesYes-No-
English LearnersTSTSTSTS-
Students with DisabilitiesYesYes-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 Students76%80%73%75%
Asian<<87%75%
Black74%77%60%75%
Hispanic<91%63%75%
White76%80%81%75%
Economically Disadvantaged72%75%62%75%
English Learners<<53%75%
Students with Disabilities48%52%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 Students63%71%74%70%
Asian<<89%70%
Black58%70%60%70%
Hispanic<83%64%70%
White63%69%81%70%
Economically Disadvantaged59%66%63%70%
English Learners<<57%70%
Students with Disabilities46%42%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 Students80%
Asian-
Black81%
Hispanic<
White<
Economically Disadvantaged79%
English Learners<
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 Students81%68%
Asian<<
Black78%64%
Hispanic<<
White81%70%
Economically Disadvantaged78%66%
English Learners<<
Students with Disabilities60%58%

< = 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 Students12%12%9%10%
Asian<-5%10%
Black7%10%9%10%
Hispanic<19%9%10%
White17%13%9%10%
Economically Disadvantaged20%16%13%10%
English Learners<30%8%10%
Students with Disabilities28%28%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 Progress<46%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

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

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 80%
Division 85%
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 81%
Division 86%
State 81%
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