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Mary Carr Greer Elementary

General school information

Category: Elementary (PK-05) School
Phone: 434-973-8371
Address: 190 Lambs Lane Charlottesville, VA 22901-8979
Principal: Jill Lee
Superintendent: Dr. Matthew S. Haas
School Number: 40
Region: 5
Division: Albemarle County Public Schools
Division Number: 2
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 with Conditions
(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 Three
MathematicsLevel Three

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 Three Level Three
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 15 52 68 32 13 35 47 53 10 44 54 46
Female 17 54 71 29 15 39 54 46 7 53 60 40
Male 13 51 64 36 10 30 41 59 13 34 48 52
Asian 33 44 78 22 35 18 53 47 20 40 60 40
Black 6 49 55 45 8 32 40 60 1 40 41 59
Hispanic 13 38 51 49 4 29 32 68 3 35 38 62
Native Hawaiian < < < < < < 100 0
White 29 63 92 8 23 47 70 30 22 56 78 22
Two or more races 4 78 83 17 18 45 64 36 18 47 65 35
Students with Disabilities 29 25 54 46 21 6 26 74 14 14 27 73
Students without Disabilities 14 56 70 30 12 39 50 50 9 50 60 40
Economically Disadvantaged 14 49 63 37 8 32 40 60 8 36 44 56
Not Economically Disadvantaged 18 63 82 18 28 45 72 28 16 65 81 19
English Learners 17 47 64 36 2 16 18 82 3 26 30 70
Military Connected < < < < < < 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 17 41 58 42 7 34 41 59 10 45 55 45
Female 17 46 63 37 9 39 48 52 9 52 61 39
Male 18 35 53 48 4 27 31 69 10 40 50 50
Asian < < < < < < < < < < < <
Black 15 30 44 56 6 23 29 71 - 22 22 78
Hispanic 17 33 50 50 3 32 35 65 - 31 31 69
Native Hawaiian < < < < < < 100 0
White 21 58 79 21 10 48 58 42 15 67 81 19
Two or more races < < < < 10 40 50 50 < < < <
Students with Disabilities 50 25 75 25 13 6 19 81 15 15 31 69
Students without Disabilities 12 43 55 45 6 38 44 56 8 52 60 40
Economically Disadvantaged 21 30 51 49 4 33 36 64 4 30 35 65
Not Economically Disadvantaged 9 70 78 22 17 37 53 47 19 70 89 11
English Learners 29 36 64 36 - 26 26 74 - 38 38 63
Military Connected < < < < < < 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 15 54 69 31 15 34 49 51 7 40 48 52
Female 22 53 75 25 13 46 58 42 2 55 57 43
Male 10 55 65 35 18 20 39 61 13 24 38 62
Asian < < 100 0 < < < < < < < <
Black - 50 50 50 10 34 45 55 - 32 32 68
Hispanic 19 25 44 56 4 25 29 71 - 44 44 56
Native Hawaiian < < 100 0
White 35 65 100 0 35 52 87 13 15 50 65 35
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 11 11 89
Students without Disabilities 14 58 72 28 12 36 48 52 9 47 57 43
Economically Disadvantaged 11 54 65 35 10 26 36 64 8 34 42 58
Not Economically Disadvantaged 28 56 83 17 35 60 95 5 4 61 65 35
English Learners 14 46 61 39 6 13 19 81 - 29 29 71
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 13 64 77 23 18 37 55 45 13 47 60 40
Female 14 65 78 22 29 29 57 43 11 52 63 37
Male 13 63 75 25 9 44 53 47 16 41 57 43
Asian < < < < < < < < < < < <
Black 4 67 70 30 7 41 48 52 3 59 62 38
Hispanic - 60 60 40 5 27 32 68 8 28 36 64
White 33 67 100 0 31 38 69 31 42 47 89 11
Two or more races 9 82 91 9 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 31 15 46 54
Students without Disabilities 15 68 82 18 19 42 61 39 10 53 63 37
Economically Disadvantaged 10 64 74 26 13 37 49 51 9 42 52 48
Not Economically Disadvantaged 21 63 84 16 40 40 80 20 26 63 89 11
English Learners 8 60 68 32 - - - 100 10 14 24 76
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 13 46 59 41 13 40 52 48 11 53 65 35
Female 9 43 52 48 12 40 52 48 8 56 64 36
Male 16 49 65 35 14 39 53 47 15 50 66 34
Asian 35 35 70 30 37 26 63 37 41 35 76 24
Black 4 46 50 50 6 44 50 50 3 44 47 53
Hispanic 4 30 34 66 5 33 38 62 3 59 62 38
Native Hawaiian < < < < < < 100 0
White 28 55 83 17 26 41 67 33 22 63 85 15
Two or more races 4 70 74 26 9 50 59 41 12 47 59 41
Students with Disabilities 21 21 43 57 18 24 41 59 14 30 43 57
Students without Disabilities 11 49 61 39 12 42 54 46 11 58 69 31
Economically Disadvantaged 8 42 51 49 9 38 46 54 8 51 58 42
Not Economically Disadvantaged 24 56 81 19 26 46 72 28 21 61 82 18
English Learners 9 38 48 52 4 22 27 73 8 48 56 44
Military Connected < < < < < < 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 13 33 47 53 7 34 41 59 8 53 62 38
Female 9 36 45 55 5 40 44 56 6 48 55 45
Male 19 30 49 51 10 27 37 63 10 58 68 33
Asian < < < < < < < < < < < <
Black 7 36 43 57 3 29 32 68 - 22 22 78
Hispanic 4 16 20 80 3 29 32 68 - 56 56 44
Native Hawaiian < < < < < < 100 0
White 28 48 76 24 13 42 55 45 11 74 85 15
Two or more races < < < < 10 40 50 50 < < < <
Students with Disabilities 42 25 67 33 6 31 38 63 8 23 31 69
Students without Disabilities 9 35 44 56 7 34 41 59 8 60 68 32
Economically Disadvantaged 9 27 36 64 5 29 34 66 4 43 48 52
Not Economically Disadvantaged 25 50 75 25 13 47 60 40 15 70 85 15
English Learners 6 26 32 68 3 21 23 77 - 56 56 44
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 15 51 66 34 16 45 61 39 13 48 60 40
Female 15 42 58 42 13 46 58 42 4 61 65 35
Male 15 59 73 27 20 43 64 36 21 34 55 45
Asian < < < < < < < < < < < <
Black 4 48 52 48 7 62 69 31 3 32 35 65
Hispanic - 44 44 56 4 39 43 57 4 68 72 28
Native Hawaiian < < 100 0
White 35 53 88 12 43 39 83 17 19 58 77 23
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < 6 28 33 67
Students without Disabilities 15 54 69 31 13 47 60 40 14 53 67 33
Economically Disadvantaged 9 49 58 42 8 46 54 46 10 48 58 42
Not Economically Disadvantaged 32 58 89 11 45 40 85 15 20 48 68 32
English Learners 10 43 53 47 6 32 39 61 12 54 65 35
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 9 56 65 35 16 42 58 42 13 60 73 27
Female 3 53 56 44 22 33 56 44 13 57 70 30
Male 15 59 74 26 12 49 60 40 13 63 76 24
Asian < < < < < < < < < < < <
Black - 56 56 44 7 44 52 48 3 70 73 27
Hispanic 7 40 47 53 9 32 41 59 4 52 56 44
White 22 67 89 11 25 44 69 31 42 53 95 5
Two or more races - 73 73 27 < < < < < < < <
Students with Disabilities < < < < < < < < 31 38 69 31
Students without Disabilities 11 62 73 27 17 46 63 37 10 63 73 27
Economically Disadvantaged 7 54 61 39 14 39 53 47 8 58 66 34
Not Economically Disadvantaged 16 63 79 21 27 53 80 20 32 63 95 5
English Learners 12 48 60 40 5 11 16 84 10 33 43 57
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 10 55 65 35 10 52 62 38 11 56 67 33
Female 8 47 55 45 6 56 61 39 11 54 65 35
Male 13 63 75 25 14 49 63 37 11 58 68 32
Asian < < < < < < < < < < < <
Black 4 56 59 41 - 52 52 48 3 50 53 47
Hispanic - 47 47 53 5 41 45 55 4 56 60 40
White 22 67 89 11 25 50 75 25 26 68 95 5
Two or more races 8 67 75 25 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 23 31 54 46
Students without Disabilities 12 61 72 28 11 56 67 33 8 61 69 31
Economically Disadvantaged 7 54 61 39 6 52 58 42 5 55 60 40
Not Economically Disadvantaged 21 58 79 21 27 53 80 20 32 58 89 11
English Learners 8 44 52 48 - 16 16 84 10 43 52 48
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 10 55 65 35 10 52 62 38 11 56 67 33
Female 8 47 55 45 6 56 61 39 11 54 65 35
Male 13 63 75 25 14 49 63 37 11 58 68 32
Asian < < < < < < < < < < < <
Black 4 56 59 41 - 52 52 48 3 50 53 47
Hispanic - 47 47 53 5 41 45 55 4 56 60 40
White 22 67 89 11 25 50 75 25 26 68 95 5
Two or more races 8 67 75 25 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 23 31 54 46
Students without Disabilities 12 61 72 28 11 56 67 33 8 61 69 31
Economically Disadvantaged 7 54 61 39 6 52 58 42 5 55 60 40
Not Economically Disadvantaged 21 58 79 21 27 53 80 20 32 58 89 11
English Learners 8 44 52 48 - 16 16 84 10 43 52 48
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 28 55 83 17 21 53 74 26 26 54 80 20
Female 19 53 72 28 24 56 80 20 16 68 84 16
Male 36 58 94 6 19 51 70 30 39 36 75 25
Asian < < 100 0 < < 100 0 < < < <
Black 12 60 72 28 8 50 58 42 10 62 72 28
Hispanic < < < < - 80 80 20 < < < <
White 50 50 100 0 36 43 79 21 53 42 95 5
Two or more races 36 55 91 9 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 8 58 67 33
Students without Disabilities 32 58 89 11 22 58 80 20 30 53 83 17
Economically Disadvantaged 20 61 82 18 19 52 71 29 15 61 76 24
Not Economically Disadvantaged 50 38 88 13 29 57 86 14 53 37 89 11
English Learners 33 53 87 13 < < < < < < 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 28 55 83 17 20 54 74 26 26 52 79 21
Female 19 53 72 28 21 58 79 21 17 66 83 17
Male 36 58 94 6 19 51 70 30 38 35 73 27
Asian < < 100 0 < < 100 0 < < < <
Black 12 60 72 28 8 50 58 42 11 61 71 29
Hispanic < < < < - 80 80 20 < < < <
White 50 50 100 0 31 46 77 23 53 41 94 6
Two or more races 36 55 91 9 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 32 58 89 11 22 58 80 20 30 53 83 17
Economically Disadvantaged 20 61 82 18 17 53 70 30 14 60 74 26
Not Economically Disadvantaged 50 38 88 13 29 57 86 14 53 37 89 11
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
School16109
Division584144
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-kindergarten464537
Kindergarten12812288
Grade 110312496
Grade 21288997
Grade 310012172
Grade 48895101
Grade 5767986
Total Students669675577

< = 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 Students669675577
Female328354305
Male341321272
Asian567161
Black223208177
Hispanic174186149
Native Hawaiian242
White162160150
Two or more races524638
Students with Disabilities696270
Students without Disabilities600613507
Economically Disadvantaged505496409
Not Economically Disadvantaged164179168
English Learners224244189
Not English Learners445431388
Homeless172332
Military Connected134
Foster Care32-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division9,064.003,282.00665.00
State6,084.004,849.00812.00
2016-2017Division9,304.003,530.00735.00
State6,248.005,052.00871.00
2017-2018Division10,471.003,507.00666.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students567655766847556
Female278332874224535
Male289322892623021
Asian428588476
Black189151751714019
Hispanic156121562012518
Native Hawaiian<<<<<<
White130251451813110
Two or more races494403303
Students with Disabilities6310689797
Economically Disadvantaged441514285733252
English Learners211282213116325
Homeless2591562812
< = 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 31
Other Offenses Against Persons 10

< = 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----
Asian8.410.5
Black33.363.230.862.5
Hispanic2621.127.68.3
Native Hawaiian0.30.6
White24.210.523.720.8
Two or more races7.85.36.88.3
< = 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
Asian8.410.5
Black33.330.8
Hispanic2627.6
Native Hawaiian0.30.6
White24.223.7
Two or more races7.86.8
< = 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----
Asian8.410.5
Black33.330.8
Hispanic2627.6
Native Hawaiian0.30.6
White24.223.7
Two or more races7.86.8
< = 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 76.374.973.2
< = 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 5350.553
< = 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 8883.885.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School1.6%0%
Division3.2%0.5%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201742%55%2%1%
2017-201838%59%0%3%
2018-201937%62%2%-1%
< = 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 with Conditions

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-Yes-
AsianTSTS-No-
BlackNoNo-Yes-
HispanicNoNo-Yes-
WhiteNoNo-No-
Economically DisadvantagedNoNo-Yes-
English LearnersNoNoYesNo-
Students with DisabilitiesNoNo-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students48%57%73%75%
Asian50%72%87%75%
Black40%44%60%75%
Hispanic33%42%63%75%
White71%80%81%75%
Economically Disadvantaged41%50%62%75%
English Learners35%51%53%75%
Students with Disabilities26%34%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students52%55%74%70%
Asian57%72%89%70%
Black50%48%60%70%
Hispanic39%37%64%70%
White67%74%81%70%
Economically Disadvantaged46%48%63%70%
English Learners38%44%57%70%
Students with Disabilities41%35%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students63%
Asian<
Black52%
Hispanic48%
White75%
Economically Disadvantaged58%
English Learners52%
Students with Disabilities<

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students55%57%
Asian56%62%
Black52%57%
Hispanic42%47%
White71%69%
Economically Disadvantaged50%53%
English Learners42%46%
Students with Disabilities41%47%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students11%9%9%10%
Asian12%10%5%10%
Black9%7%9%10%
Hispanic11%8%9%10%
White11%11%9%10%
Economically Disadvantaged12%9%13%10%
English Learners12%9%8%10%
Students with Disabilities12%10%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress63%46%58%
English Learner Proficiency8%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress9515163%
English Learner Proficiency192258%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic100%99%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%99%100%
Students with Disabilities100%100%<
Students without Disabilities100%100%100%
Female100%99%100%
Male100%100%100%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 47%
Division 27%
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 61%
Division 81%
State 81%
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