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Locust Grove Elementary

General school information

Category: Elementary (03-05) School
Phone: 540-661-4440
Address: 31208 Constitution Highway Locust Grove, VA 22508
Principal: Mr. Evan Straub
Superintendent: Dr. Cecil Snead
School Number: 50
Region: 4
Division: Orange County Public Schools
Division Number: 68
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel 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 Three 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 25 60 85 15 26 54 80 20 19 57 76 24
Female 26 59 85 15 28 55 83 17 20 58 78 22
Male 24 62 86 14 24 52 76 24 19 56 74 26
Asian < < < < < < 100 0 < < 100 0
Black 14 54 68 32 21 51 72 28 14 54 68 32
Hispanic 21 68 89 11 12 61 73 27 11 56 67 33
White 25 62 87 13 29 53 82 18 21 57 78 22
Two or more races 31 55 86 14 21 58 79 21 21 64 85 15
Students with Disabilities 8 43 50 50 7 39 45 55 10 29 39 61
Students without Disabilities 27 62 89 11 28 56 84 16 20 60 80 20
Economically Disadvantaged 18 62 80 20 18 53 71 29 14 55 70 30
Not Economically Disadvantaged 28 60 88 12 30 54 85 15 22 58 80 20
English Learners 12 65 76 24 8 31 38 62 - 31 31 69
Military Connected 23 62 85 15 15 62 77 23
Foster Care < < 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 16 70 86 14 17 53 70 30 21 45 66 34
Female 17 68 85 15 16 56 72 28 21 47 68 32
Male 16 71 87 13 18 50 68 32 22 43 65 35
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 62 77 23 13 50 63 38 13 44 56 44
Hispanic 10 80 90 10 - 63 63 38 12 35 47 53
White 16 71 87 13 20 51 70 30 26 47 72 28
Two or more races 17 67 83 17 30 60 90 10 10 50 60 40
Students with Disabilities 6 56 61 39 7 27 33 67 23 8 31 69
Students without Disabilities 18 72 90 10 18 56 75 25 21 49 70 30
Economically Disadvantaged 12 71 82 18 11 48 59 41 17 42 60 40
Not Economically Disadvantaged 18 69 88 13 20 56 76 24 24 47 71 29
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 56 86 14 22 61 83 17 15 64 78 22
Female 35 56 91 9 22 65 87 13 13 64 77 23
Male 23 57 80 20 23 56 79 21 16 63 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 57 71 29 20 47 67 33 10 62 71 29
Hispanic 27 55 82 18 17 67 83 17 7 67 73 27
White 30 58 88 12 23 63 87 13 14 63 78 22
Two or more races 36 45 82 18 17 58 75 25 30 70 100 0
Students with Disabilities - 45 45 55 - 64 64 36 - 44 44 56
Students without Disabilities 32 57 89 11 25 61 85 15 17 66 83 17
Economically Disadvantaged 18 59 78 22 18 56 73 27 10 67 77 23
Not Economically Disadvantaged 35 55 90 10 24 64 88 12 18 61 79 21
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 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 27 57 84 16 36 49 85 15 22 62 84 16
Female 21 54 75 25 41 47 89 11 24 63 87 13
Male 31 59 90 10 30 51 81 19 19 61 80 20
Asian < < < < < < 100 0 < < 100 0
Black 10 40 50 50 31 56 88 13 23 54 77 23
Hispanic < < 100 0 23 54 77 23 15 69 85 15
White 27 59 86 14 40 47 87 13 22 61 83 17
Two or more races < < 100 0 18 55 73 27 23 69 92 8
Students with Disabilities 18 18 36 64 13 27 40 60 8 33 42 58
Students without Disabilities 28 60 88 12 38 51 90 10 23 65 88 12
Economically Disadvantaged 23 58 80 20 23 55 79 21 16 57 73 27
Not Economically Disadvantaged 29 57 86 14 43 46 89 11 25 65 89 11
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 58 83 17 22 59 82 18 19 69 88 12
Female 23 60 83 17 19 64 82 18 15 73 87 13
Male 28 56 84 16 27 54 81 19 24 65 89 11
Asian < < < < < < 100 0 < < 100 0
Black 8 58 67 33 13 57 70 30 8 76 84 16
Hispanic 15 74 89 11 20 61 80 20 13 71 84 16
White 28 58 85 15 24 60 84 16 23 67 90 10
Two or more races 34 45 79 21 21 55 76 24 12 73 85 15
Students with Disabilities 10 26 36 64 9 25 34 66 5 46 51 49
Students without Disabilities 28 61 89 11 24 63 87 13 21 72 92 8
Economically Disadvantaged 20 60 80 20 18 56 75 25 13 72 85 15
Not Economically Disadvantaged 29 57 85 15 25 61 85 15 22 67 90 10
English Learners 25 44 69 31 8 46 54 46 - 54 54 46
Military Connected 8 69 77 23 8 92 100 0
Foster Care < < 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 22 64 86 14 16 57 72 28 24 64 89 11
Female 23 64 87 13 9 65 74 26 15 68 83 17
Male 21 65 85 15 23 48 71 29 34 60 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 69 77 23 13 50 63 38 13 75 88 13
Hispanic 10 80 90 10 19 50 69 31 12 71 82 18
White 24 63 87 13 13 59 73 27 31 58 90 10
Two or more races 25 58 83 17 30 60 90 10 10 80 90 10
Students with Disabilities 11 33 44 56 - 27 27 73 15 38 54 46
Students without Disabilities 24 70 93 7 18 61 78 22 25 67 92 8
Economically Disadvantaged 18 68 85 15 17 50 67 33 15 69 85 15
Not Economically Disadvantaged 24 63 87 13 15 60 75 25 30 61 91 9
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 56 86 14 22 66 88 12 17 73 90 10
Female 26 63 88 12 16 73 89 11 14 78 93 7
Male 37 47 84 16 29 58 87 13 19 68 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 62 77 23 7 67 73 27 5 81 86 14
Hispanic 9 91 100 0 25 67 92 8 13 73 87 13
White 33 54 87 13 23 68 91 9 20 71 91 9
Two or more races 45 27 73 27 17 58 75 25 20 70 90 10
Students with Disabilities - 30 30 70 21 29 50 50 - 50 50 50
Students without Disabilities 33 58 90 10 22 70 92 8 19 76 95 5
Economically Disadvantaged 20 61 82 18 16 64 80 20 13 73 87 13
Not Economically Disadvantaged 35 53 89 11 25 67 92 8 19 73 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 54 72 28 29 56 84 16 16 70 86 14
Female 14 51 65 35 29 55 84 16 14 72 86 14
Male 21 56 77 23 28 57 85 15 19 68 86 14
Asian < < < < < < 100 0 < < 100 0
Black - 40 40 60 19 56 75 25 8 69 77 23
Hispanic < < < < 15 69 85 15 15 69 85 15
White 20 58 78 22 33 55 88 13 18 71 89 11
Two or more races < < < < 18 45 64 36 8 69 77 23
Students with Disabilities 18 9 27 73 7 20 27 73 - 50 50 50
Students without Disabilities 18 60 78 22 31 60 90 10 18 72 90 10
Economically Disadvantaged 14 56 69 31 21 55 77 23 11 73 84 16
Not Economically Disadvantaged 20 54 74 26 32 56 89 11 19 68 87 13
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 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 41 52 93 7 31 53 84 16 18 68 86 14
Female 34 56 90 10 29 54 83 17 13 72 85 15
Male 45 50 95 5 34 53 86 14 24 64 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 60 70 30 19 63 81 19 8 85 92 8
Hispanic < < 100 0 15 69 85 15 15 77 92 8
White 43 51 94 6 35 52 87 13 19 64 83 17
Two or more races < < 100 0 27 36 64 36 23 69 92 8
Students with Disabilities 18 18 36 64 13 13 27 73 8 50 58 42
Students without Disabilities 43 55 98 2 33 58 90 10 19 70 89 11
Economically Disadvantaged 34 51 85 15 20 52 71 29 7 75 82 18
Not Economically Disadvantaged 44 53 97 3 37 54 91 9 24 65 88 12
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 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 41 52 93 7 31 53 84 16 18 68 86 14
Female 34 56 90 10 29 54 83 17 13 72 85 15
Male 45 50 95 5 34 53 86 14 24 64 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 60 70 30 19 63 81 19 8 85 92 8
Hispanic < < 100 0 15 69 85 15 15 77 92 8
White 43 51 94 6 35 52 87 13 19 64 83 17
Two or more races < < 100 0 27 36 64 36 23 69 92 8
Students with Disabilities 18 18 36 64 13 13 27 73 8 50 58 42
Students without Disabilities 43 55 98 2 33 58 90 10 19 70 89 11
Economically Disadvantaged 34 51 85 15 20 52 71 29 7 75 82 18
Not Economically Disadvantaged 44 53 97 3 37 54 91 9 24 65 88 12
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 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 54 36 90 10 34 58 92 8 29 56 85 15
Female 50 44 94 6 31 60 91 9 22 60 82 18
Male 59 26 84 16 38 56 93 7 37 51 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black 29 50 79 21 20 67 87 13 19 67 86 14
Hispanic 55 45 100 0 30 70 100 0 46 46 92 8
White 57 33 91 9 34 58 92 8 27 55 82 18
Two or more races 45 36 82 18 50 42 92 8 40 60 100 0
Students with Disabilities 9 45 55 45 14 57 71 29 7 33 40 60
Students without Disabilities 57 35 92 8 37 58 95 5 32 59 91 9
Economically Disadvantaged 37 51 88 12 24 66 90 10 23 65 88 12
Not Economically Disadvantaged 62 29 91 9 39 54 93 7 33 50 83 17
Military Connected < < 100 0 < < < <
Foster Care < < 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 54 36 90 10 35 57 92 8 29 56 85 15
Female 50 44 94 6 32 59 91 9 22 60 82 18
Male 59 26 84 16 38 56 93 7 37 51 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black 29 50 79 21 20 67 87 13 19 67 86 14
Hispanic 55 45 100 0 < < 100 0 46 46 92 8
White 57 33 91 9 34 58 92 8 27 55 82 18
Two or more races 45 36 82 18 50 42 92 8 40 60 100 0
Students with Disabilities 9 45 55 45 15 54 69 31 7 33 40 60
Students without Disabilities 57 35 92 8 37 58 95 5 32 59 91 9
Economically Disadvantaged 37 51 88 12 24 66 90 10 23 65 88 12
Not Economically Disadvantaged 62 29 91 9 40 53 93 7 33 50 83 17
Military Connected < < 100 0 < < < <
Foster Care < < 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---
Division1-6
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
Grade 3122144130
Grade 4161126135
Grade 5136159134
Total Students419429399

< = 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 Students419429399
Female213226206
Male206203193
Asian634
Black374849
Hispanic283648
White317306266
Two or more races313532
Students with Disabilities374541
Students without Disabilities382384358
Economically Disadvantaged117133140
Not Economically Disadvantaged302296259
English Learners201824
Not English Learners399411375
Homeless1596
Military Connected101414
Foster Care321
< = 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
2012-2013Division3,548.004,656.00914.00
State5,761.004,621.00875.00
2013-2014Division3,690.004,799.00824.00
State5,807.004,651.00784.00
2014-2015Division3,732.005,068.00987.00
State5,933.004,819.00771.00
2015-2016Division4,109.005,146.001,015.00
State6,084.004,849.00812.00
2016-2017Division4,098.005,342.001,074.00
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 Students375393983137929
Female183202081720010
Male192191901417919
Asian<<<<<<
Black361443463
Hispanic272393461
Native Hawaiian--<<--
White279352792324923
Two or more races271322342
Students with Disabilities349358368
Economically Disadvantaged126171351513220
English Learners221201230
Homeless133170<<
< = 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

2016-2017 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----
Asian1.40.7
Black8.811.2
Hispanic6.78.4
Native Hawaiian--0.2
White75.75071.3
Two or more races7.4508.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian1.40.7
Black8.811.2
Hispanic6.78.4
Native Hawaiian0.2
White75.771.3
Two or more races7.48.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian----
Asian1.40.7
Black8.811.2
Hispanic6.78.4
Native Hawaiian--0.2
White75.771.3
Two or more races7.48.2
< = 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 40.44146.2
< = 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 38.745.844.6
< = 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 69.364.362.4
< = 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

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 - - - - - 2.9%
Division
All Schools 14.7% 4.5% 6.4% 5.2% 12.2% 5.2%
High Poverty 30.6% - 6.9% - 5.6% -
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%0%

< = 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
2016-201749%49%0%2%
2017-201849%46%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSTS-TS-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSYes-
Students with DisabilitiesYesNo-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 Students80%82%73%75%
Asian<94%87%75%
Black72%69%60%75%
Hispanic75%83%63%75%
White82%84%81%75%
Economically Disadvantaged71%73%62%75%
English Learners63%71%53%75%
Students with Disabilities45%49%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 Students82%83%74%70%
Asian<89%89%70%
Black70%68%60%70%
Hispanic83%84%64%70%
White84%85%81%70%
Economically Disadvantaged75%75%63%70%
English Learners74%67%57%70%
Students with Disabilities34%38%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 Students84%
Asian<
Black81%
Hispanic85%
White87%
Economically Disadvantaged71%
English Learners<
Students with Disabilities27%

< = 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 Students82%82%
Asian<<
Black77%72%
Hispanic78%83%
White84%84%
Economically Disadvantaged76%76%
English Learners68%74%
Students with Disabilities55%36%

< = 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 Students7%9%9%10%
Asian<-5%10%
Black6%4%9%10%
Hispanic7%7%9%10%
White8%10%9%10%
Economically Disadvantaged10%12%13%10%
English Learners5%7%8%10%
Students with Disabilities19%20%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 Progress75%46%58%
English Learner Proficiency40%--

< = 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 Progress91275%
English Learner Proficiency61540%

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%<
Students with Disabilities100%100%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 %
Division 32%
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 %
Division 84%
State 81%
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