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Marshall Road Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-937-1500
Address: 730 Marshall Rd SW Vienna, VA 22180
Principal: Ms. Jennifer Heiges
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 85 58 15 22 84 62 16 23 75 52 25
Female 32 92 60 8 24 91 67 9 27 81 54 19
Male 23 79 56 21 21 78 57 22 20 69 49 31
American Indian < < < < < < < < < < < <
Asian 20 91 70 9 18 89 70 11 22 78 57 22
Black 14 57 43 43 6 76 71 24 11 58 47 42
Hispanic 20 73 53 27 13 69 55 31 17 57 40 43
White 33 88 55 12 27 89 62 11 29 82 53 18
Two or more races 37 100 63 0 38 86 48 14 14 79 64 21
Students with Disabilities 11 61 50 39 12 57 46 43 17 50 33 50
Economically Disadvantaged 17 72 56 28 12 76 63 24 12 52 40 48
English Learners 11 73 62 27 11 73 62 27 10 54 44 46
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 87 70 13 21 81 61 19 20 57 36 43
Female 21 91 70 9 20 84 65 16 20 63 44 37
Male 14 84 70 16 22 78 57 22 21 50 29 50
Asian 6 89 83 11 23 85 62 15 27 68 41 32
Black < < < < < < < < < < < <
Hispanic 31 88 56 13 27 73 47 27 7 21 14 79
White 20 86 66 14 19 85 67 15 25 65 40 35
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 11 61 50 39 - 53 53 47 14 29 14 71
Economically Disadvantaged 13 87 73 13 19 71 52 29 10 43 33 57
English Learners 11 82 71 18 9 61 52 39 9 41 32 59
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 83 58 17 21 85 63 15 25 80 56 20
Female 27 90 63 10 27 95 68 5 31 83 52 17
Male 21 71 50 29 17 76 59 24 15 77 62 23
Asian 29 95 67 5 10 90 81 10 21 83 63 17
Black < < < < < 100 < 0 < < < <
Hispanic 21 64 43 36 19 75 56 25 19 75 56 25
White 25 91 66 9 29 84 55 16 29 84 56 16
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 6 61 56 39 5 45 41 55 15 69 54 31
Economically Disadvantaged 21 63 42 37 6 82 76 18 13 58 46 42
English Learners 13 65 52 35 10 87 77 13 3 59 55 41
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 84 50 16 35 90 56 10 24 81 57 19
Female 42 95 53 5 35 90 56 10 31 91 60 9
Male 29 77 48 23 34 91 56 9 18 73 55 27
Asian 19 86 67 14 31 100 69 0 12 76 64 24
Black < < < < < < < < < 100 < 0
Hispanic 14 79 64 21 13 73 60 27 24 76 53 24
White 40 83 43 17 41 96 54 4 31 84 53 16
Two or more races 70 100 30 0 < 100 < 0 < 100 < 0
Students with Disabilities 15 60 45 40 31 85 54 15 22 56 33 44
Economically Disadvantaged 14 73 59 27 19 75 56 25 11 59 48 41
English Learners 10 74 65 26 26 79 53 21 14 63 49 37
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 88 54 13 15 81 67 19 24 80 56 20
Female 42 92 50 8 12 93 81 7 24 84 60 16
Male 26 83 57 17 17 74 57 26 25 75 50 25
Asian 29 93 64 7 12 84 72 16 29 86 57 14
Black < < < < < < < < < < < <
Hispanic < < < < - 57 57 43 19 50 31 50
White 43 91 49 9 19 90 71 10 29 93 64 7
Two or more races < 100 < 0 40 90 50 10 < 100 < 0
Students with Disabilities 14 64 50 36 17 56 39 44 13 63 50 38
Economically Disadvantaged 19 69 50 31 7 75 68 25 13 48 35 52
English Learners 13 69 56 31 7 67 60 33 11 54 43 46
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 88 61 12 26 88 62 12 18 76 57 24
Female 28 90 62 10 28 90 62 10 19 80 61 20
Male 24 85 61 15 24 86 61 14 18 71 53 29
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 31 93 63 7 39 96 57 4 26 83 57 17
Black 7 67 60 33 6 65 59 35 16 58 42 42
Hispanic 20 65 44 35 21 75 54 25 15 65 50 35
White 25 92 66 8 22 89 67 11 15 78 63 22
Two or more races 37 96 59 4 38 95 57 5 29 71 43 29
Students with Disabilities 20 61 41 39 9 63 54 37 10 41 31 59
Economically Disadvantaged 10 77 67 23 17 76 58 24 11 57 46 43
English Learners 17 82 64 18 25 82 58 18 12 65 52 35
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 40 88 48 12 33 85 52 15 17 61 44 39
Female 42 85 44 15 33 88 55 12 17 63 46 37
Male 39 91 52 9 32 82 50 18 16 58 42 42
Asian 32 82 50 18 41 93 52 7 22 78 57 22
Black < < < < < < < < < < < <
Hispanic 47 82 35 18 33 73 40 27 7 50 43 50
White 43 95 52 5 27 86 59 14 20 55 35 45
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 28 72 44 28 7 53 47 47 7 25 18 75
Economically Disadvantaged 24 76 53 24 24 67 43 33 7 53 47 47
English Learners 15 79 65 21 26 67 41 33 9 63 54 37
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 87 57 13 37 90 53 10 28 86 58 14
Female 31 90 59 10 42 93 51 7 31 90 60 10
Male 28 81 53 19 32 88 55 13 23 79 56 21
Asian 50 100 50 0 48 91 43 9 39 89 50 11
Black < < < < < < < < < < < <
Hispanic 19 69 50 31 25 75 50 25 25 75 50 25
White 24 88 64 12 37 94 58 6 20 93 73 7
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 22 56 33 44 14 73 59 27 8 62 54 38
Economically Disadvantaged 9 83 74 17 17 72 56 28 19 65 46 35
English Learners 21 82 61 18 30 88 58 12 21 70 48 30
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 81 64 19 25 85 59 15 13 61 48 39
Female 21 91 70 9 21 85 65 15 15 67 52 33
Male 15 74 60 26 32 84 52 16 11 57 45 43
Asian 21 92 71 8 < 100 < 0 16 58 42 42
Black < < < < < < < < < 100 < 0
Hispanic - 50 50 50 36 86 50 14 23 69 46 31
White 21 88 68 12 18 85 67 15 5 55 50 45
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 44 44 56 20 60 40 40 8 33 25 67
Economically Disadvantaged - 68 68 32 33 80 47 20 13 42 29 58
English Learners 17 80 63 20 42 84 42 16 15 50 35 50
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 92 74 8 11 88 77 13 13 83 70 17
Female 17 94 78 6 15 93 78 7 6 83 77 17
Male 19 90 71 10 7 83 76 17 20 83 63 17
Asian 19 100 81 0 26 100 74 0 21 95 74 5
Black < 100 < 0 < < < < < < < <
Hispanic < < < < - 68 68 32 10 62 52 38
White 16 94 78 6 6 90 83 10 13 93 80 7
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 27 73 47 27 - 60 60 40 19 56 38 44
Economically Disadvantaged 10 80 70 20 4 78 74 22 9 59 50 41
English Learners 14 86 73 14 9 84 74 16 6 69 63 31
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 95 82 5 29 96 68 4 23 100 77 0
Female 10 100 90 0 < < < < 25 100 75 0
Male 17 92 75 8 25 100 75 0 20 100 80 0
Asian < 100 < 0 < 100 < 0 25 100 75 0
White 15 92 77 8 21 93 71 7 20 100 80 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < 100 < 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 62 56 38 18 83 64 17 12 65 53 35
Female 7 71 63 29 17 87 69 13 18 71 53 29
Male 5 57 52 43 20 77 57 23 8 61 53 39
Asian 4 56 52 44 28 89 61 11 14 61 46 39
Black < < < < < < < < < < < <
Hispanic - 21 21 79 7 60 53 40 12 76 65 24
White 8 75 67 25 17 87 70 13 9 64 55 36
Two or more races 10 80 70 20 < 100 < 0 < < < <
Students with Disabilities - 40 40 60 15 62 46 38 4 41 37 59
Economically Disadvantaged - 32 32 68 5 50 45 50 7 36 29 64
English Learners 3 45 42 55 21 63 42 38 8 49 41 51
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 62 56 38 18 83 64 17 12 65 53 35
Female 7 71 63 29 17 87 69 13 18 71 53 29
Male 5 57 52 43 20 77 57 23 8 61 53 39
Asian 4 56 52 44 28 89 61 11 14 61 46 39
Black < < < < < < < < < < < <
Hispanic - 21 21 79 7 60 53 40 12 76 65 24
White 8 75 67 25 17 87 70 13 9 64 55 36
Two or more races 10 80 70 20 < 100 < 0 < < < <
Students with Disabilities - 40 40 60 15 62 46 38 4 41 37 59
Economically Disadvantaged - 32 32 68 5 50 45 50 7 36 29 64
English Learners 3 45 42 55 21 63 42 38 8 49 41 51
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 82 66 18 20 81 61 19 25 82 57 18
Female 15 83 68 17 18 85 67 15 28 80 52 20
Male 20 80 60 20 22 78 56 22 21 85 64 15
Asian 22 89 67 11 21 64 43 36 32 89 58 11
Black < < < < < < < < < < < <
Hispanic < < < < 17 92 75 8 33 92 58 8
White 19 87 68 13 25 83 58 17 21 79 57 21
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 13 60 47 40 13 63 50 38 10 60 50 40
Economically Disadvantaged - 77 77 23 8 67 58 33 38 100 62 0
English Learners - 86 86 14 10 65 55 35 33 100 67 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 82 65 18 20 81 61 19 25 82 57 18
Female 15 83 68 17 18 85 67 15 28 80 52 20
Male 21 79 58 21 22 78 56 22 21 85 64 15
Asian 22 89 67 11 21 64 43 36 32 89 58 11
Black < < < < < < < < < < < <
Hispanic < < < < 17 92 75 8 33 92 58 8
White 19 87 68 13 25 83 58 17 21 79 57 21
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 14 57 43 43 13 63 50 38 10 60 50 40
Economically Disadvantaged - 75 75 25 8 67 58 33 38 100 62 0
English Learners - 85 85 15 10 65 55 35 33 100 67 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
School292818
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten201
Kindergarten107121107
Grade 1141112128
Grade 2118130102
Grade 310286113
Grade 41029983
Grade 588104110
Grade 612084112
Total Students780736756
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students780736756
Female379362343
Male401374413
Asian216196202
Black303032
Hispanic131121121
White361361373
Two or more races422726
Students with Disabilities117127125
Not Students with Disabilities663609631
Economically Disadvantaged116175206
Not Economically Disadvantaged664561550
English Learners294260258
Not English Learners486476498
Homeless613
Military Connected403229
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

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

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

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

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students7113298772237378438987552985
Female340153437473238610733731031
Male3711764398164139828253821954
American Indian0000000000000000
Asian17410552158202161012206912
Black33300341003121130400
Hispanic1097201222011281233121622
White346110335411523671342370841
Two or more races48120461004110027210
Students with Disabilities11460212431112112241241033
Economically Disadvantaged15282217862219113351961643
English Learners2391434272162229125752701553
Homeless000013001101100000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

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

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1360.136
Asian27.24827.69216.6726.63
Black3.8153.8468.334.07640
Hispanic15.9410016.79558.3316.44
Native Hawaiian
White47.00346.28216.6749.04960
Two or more races5.8585.3853.668
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1360.136
Asian27.24827.69226.63
Black3.8153.8464.076
Hispanic15.9416.79516.44
Native Hawaiian
White47.00346.28249.049
Two or more races5.8585.3853.668
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1360.136
Asian27.24827.69226.63
Black3.8153.8464.076
Hispanic15.9416.79516.44
Native Hawaiian
White47.00346.28249.049
Two or more races5.8585.3853.668
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 20.0919.8621.87
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 24.4626.2135.09
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 80.5883.4576.61
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education7%2%
Provisional7%11%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201631%64%3%2%
2016-201730%66%2%2%
2017-201826%68%0%6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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