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Mountain View Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-754-4161
Address: 5600 McLeod Way Haymarket, VA 20169
Principal: Ms. Adriane Harrison
Superintendent: Dr. LaTanya D. McDade
School Number: 810
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2024 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2024 through 2026

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
Multiple Races Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

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

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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.
English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 63 85 15 24 64 88 12 14 76 89 11
Female 27 59 86 14 23 64 87 13 16 75 92 8
Male 18 67 84 16 25 64 89 11 11 76 87 13
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 18 79 96 4 44 50 94 6 22 71 93 7
Black 14 54 68 32 5 62 67 33 5 70 75 25
Hispanic 26 58 84 16 19 69 88 13 11 80 91 9
White 22 63 84 16 22 67 89 11 13 78 90 10
Multiple Races 33 67 100 0 40 53 93 7 13 73 87 13
Students with Disabilities 3 62 65 35 8 63 71 29 4 62 66 34
Students without Disabilities 27 63 90 10 27 64 92 8 16 79 95 5
Economically Disadvantaged 3 67 70 30 21 54 75 25 7 72 79 21
Not Economically Disadvantaged 24 63 87 13 24 65 89 11 15 76 91 9
English Learners - 57 57 43 11 68 79 21 - 78 78 22
Homeless < < < <
Military Connected 26 61 87 13 37 53 89 11 20 65 85 15
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 67 88 12 20 69 89 11 8 74 82 18
Female 27 65 92 8 16 75 91 9 8 79 87 13
Male 17 69 85 15 26 61 87 13 9 68 76 24
Asian < < 100 0 33 67 100 0 7 79 86 14
Black - 50 50 50 < < < < < < 100 0
Hispanic 27 64 91 9 20 70 90 10 6 75 81 19
White 27 64 91 9 14 74 88 12 9 67 76 24
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 75 75 25 9 64 73 27 - 33 33 67
Students without Disabilities 27 65 92 8 22 70 92 8 10 82 92 8
Economically Disadvantaged < < < < < < < < - 60 60 40
Not Economically Disadvantaged 22 68 90 10 18 73 91 9 10 76 85 15
English Learners < < < < < < < < < < < <
Military Connected 45 45 91 9 < < < < < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 50 79 21 25 63 88 12 21 73 94 6
Female 32 43 76 24 32 55 86 14 24 72 96 4
Male 26 54 81 19 20 70 89 11 16 74 90 10
Asian < < < < 45 45 91 9 31 62 92 8
Black < < < < - 60 60 40 < < < <
Hispanic 23 46 69 31 20 80 100 0 9 91 100 0
White 25 56 80 20 27 62 89 11 20 78 98 2
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 11 47 58 42 - 76 76 24 - 77 77 23
Students without Disabilities 33 51 84 16 32 59 91 9 25 72 97 3
Economically Disadvantaged < < < < < < < < 18 73 91 9
Not Economically Disadvantaged 32 49 81 19 25 63 88 12 21 73 94 6
English Learners < < < < < < 100 0 < < < <
Military Connected 27 45 73 27 < < < < < < 100 0
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 71 87 13 25 61 86 14 12 80 92 8
Female 23 63 87 13 20 63 83 18 15 76 91 9
Male 8 79 88 13 29 60 89 11 10 83 92 8
American Indian < < 100 0
Asian 18 82 100 0 < < < < 29 71 100 0
Black 9 82 91 9 < < < < - 70 70 30
Hispanic < < 100 0 17 58 75 25 < < 100 0
White 14 68 82 18 22 67 89 11 10 84 93 7
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 62 62 38 16 47 63 37 8 68 76 24
Students without Disabilities 20 73 94 6 28 64 92 8 14 84 97 3
Economically Disadvantaged - 83 83 17 8 58 67 33 < < < <
Not Economically Disadvantaged 18 69 88 13 28 61 89 11 13 79 92 8
English Learners < < < < < < < < < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
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.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2021-2022 2022-2023 2023-2024
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.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 62 87 13 26 62 88 12 24 66 90 10
Female 25 59 84 16 23 63 86 14 21 69 90 10
Male 25 64 89 11 28 62 90 10 28 63 91 9
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 36 61 96 4 50 41 91 9 39 54 93 7
Black 11 57 68 32 10 67 76 24 10 60 70 30
Hispanic 19 58 77 23 19 63 81 19 11 74 86 14
White 25 63 89 11 24 65 90 10 25 69 95 5
Multiple Races 27 73 100 0 20 73 93 7 20 60 80 20
Students with Disabilities 8 67 75 25 10 57 67 33 8 69 78 22
Students without Disabilities 29 61 90 10 30 63 93 7 28 65 93 7
Economically Disadvantaged 10 63 73 27 14 54 68 32 14 66 79 21
Not Economically Disadvantaged 27 62 88 12 27 63 90 10 25 66 92 8
English Learners 5 52 57 43 - 68 68 32 - 67 67 33
Homeless < < < <
Military Connected 19 71 90 10 16 74 89 11 20 70 90 10
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 63 89 11 16 68 84 16 14 68 82 18
Female 27 65 92 8 16 68 84 16 11 66 76 24
Male 26 61 87 13 16 68 84 16 18 70 88 12
Asian < < 100 0 42 50 92 8 14 71 86 14
Black - 40 40 60 < < < < < < < <
Hispanic 27 64 91 9 10 60 70 30 6 63 69 31
White 31 63 94 6 12 74 86 14 19 72 91 9
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 5 70 75 25 - 55 55 45 - 73 73 27
Students without Disabilities 31 61 93 7 19 70 89 11 17 67 83 17
Economically Disadvantaged < < < < < < < < - 70 70 30
Not Economically Disadvantaged 28 64 91 9 17 70 86 14 16 67 84 16
English Learners < < < < < < < < < < < <
Military Connected 36 55 91 9 < < < < < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 57 81 19 25 65 90 10 16 79 95 5
Female 19 49 68 32 25 64 89 11 13 83 96 4
Male 26 63 89 11 25 66 91 9 19 74 94 6
Asian < < < < 55 36 91 9 38 54 92 8
Black < < < < 10 60 70 30 < < < <
Hispanic 8 62 69 31 20 80 100 0 9 91 100 0
White 20 62 82 18 25 65 90 10 15 83 98 2
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 5 58 63 37 10 62 71 29 - 85 85 15
Students without Disabilities 28 57 85 15 29 66 95 5 19 78 97 3
Economically Disadvantaged < < < < < < < < 9 82 91 9
Not Economically Disadvantaged 26 58 84 16 25 67 91 9 17 79 95 5
English Learners < < < < < < < < < < 100 0
Military Connected 18 64 82 18 < < < < < < 100 0
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 65 90 10 35 55 89 11 38 55 93 7
Female 27 62 88 12 30 55 85 15 37 59 96 4
Male 23 69 92 8 38 55 93 7 38 52 90 10
American Indian < < 100 0
Asian 27 73 100 0 < < < < 64 36 100 0
Black 18 73 91 9 < < < < 20 50 70 30
Hispanic < < < < 25 50 75 25 < < 100 0
White 25 65 89 11 32 60 92 8 36 59 95 5
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 14 71 86 14 16 53 68 32 16 60 76 24
Students without Disabilities 28 63 91 9 39 55 95 5 45 53 99 1
Economically Disadvantaged 17 75 92 8 8 58 67 33 < < < <
Not Economically Disadvantaged 26 64 90 10 39 54 93 7 38 57 94 6
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2021-2022 2022-2023 2023-2024
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.
Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 78 22 41 41 83 17 33 59 92 8
Female 15 58 73 27 33 38 72 28 28 63 91 9
Male 6 77 83 17 47 44 91 9 37 56 92 8
American Indian < < 100 0
Asian 9 82 91 9 < < 100 0 64 36 100 0
Black - 64 64 36 < < < < 10 50 60 40
Hispanic < < < < 33 33 67 33 < < 100 0
White 12 66 78 22 41 43 84 16 31 64 95 5
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 71 71 29 22 33 56 44 12 64 76 24
Students without Disabilities 14 66 80 20 46 43 89 11 40 58 97 3
Economically Disadvantaged 8 58 67 33 27 36 64 36 < < < <
Not Economically Disadvantaged 11 68 80 20 43 42 86 14 33 60 93 7
English Learners < < < < < < < < < < 100 0
Homeless < < < <
Military Connected < < < < < < 100 0 < < 100 0
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 67 78 22 41 41 83 17 33 59 92 8
Female 15 58 73 27 33 38 72 28 28 63 91 9
Male 6 77 83 17 47 44 91 9 37 56 92 8
American Indian < < 100 0
Asian 9 82 91 9 < < 100 0 64 36 100 0
Black - 64 64 36 < < < < 10 50 60 40
Hispanic < < < < 33 33 67 33 < < 100 0
White 12 66 78 22 41 43 84 16 31 64 95 5
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 71 71 29 22 33 56 44 12 64 76 24
Students without Disabilities 14 66 80 20 46 43 89 11 40 58 97 3
Economically Disadvantaged 8 58 67 33 27 36 64 36 < < < <
Not Economically Disadvantaged 11 68 80 20 43 42 86 14 33 60 93 7
English Learners < < < < < < < < < < 100 0
Homeless < < < <
Military Connected < < < < < < 100 0 < < 100 0
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2021-2022 2022-2023 2023-2024
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.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 43 78 22 28 51 79 21 36 43 80 20
Female 30 45 76 24 16 61 77 23 32 45 77 23
Male 38 42 80 20 39 41 80 20 44 40 84 16
Asian < < < < < < < < 55 18 73 27
Black < < < < - 60 60 40 < < < <
Hispanic 30 40 70 30 < < < < < < < <
White 36 44 80 20 26 55 81 19 33 49 82 18
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 22 22 44 56 5 50 55 45 9 55 64 36
Students without Disabilities 39 49 87 13 35 51 85 15 41 41 83 17
Economically Disadvantaged < < < < < < < < 40 20 60 40
Not Economically Disadvantaged 37 42 79 21 27 51 78 22 36 47 83 17
Military Connected < < < < < < < < < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 43 78 22 28 51 79 21 36 43 80 20
Female 30 45 76 24 16 61 77 23 32 45 77 23
Male 38 42 80 20 39 41 80 20 44 40 84 16
Asian < < < < < < < < 55 18 73 27
Black < < < < - 60 60 40 < < < <
Hispanic 30 40 70 30 < < < < < < < <
White 36 44 80 20 26 55 81 19 33 49 82 18
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 22 22 44 56 5 50 55 45 9 55 64 36
Students without Disabilities 39 49 87 13 35 51 85 15 41 41 83 17
Economically Disadvantaged < < < < < < < < 40 20 60 40
Not Economically Disadvantaged 37 42 79 21 27 51 78 22 36 47 83 17
Military Connected < < < < < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
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

2021-20222022-20232023-2024
School---
Division560542701
State4,0064,4606,361
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 2021-20222022-20232023-2024
Pre-kindergarten161616
Kindergarten525146
Grade 1637164
Grade 2656680
Grade 31007469
Grade 4939876
Grade 510194100
Total Students490470451

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students490470451
Female233220219
Male257250231
American Indian353
Asian616066
Black444647
Hispanic585957
White300273251
Multiple Races242727
Students with Disabilities798483
Students without Disabilities411386368
Economically Disadvantaged515054
Not Economically Disadvantaged439420397
English Learners444050
Not English Learners446430401
Military Connected273029
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students422564154941027
Female205261942420113
Male217302212520914
American Indian<<<<<<
Asian496566614
Black413384452
Hispanic4516555524
White262292373022515
Multiple Races222253242
Students with Disabilities54136110705
Economically Disadvantaged49843135211
English Learners427385464
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 3
Behaviors of a Safety Concern 7

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.61.10.7
Asian12.412.814.6
Black99.810.425
Hispanic11.812.612.6
Native Hawaiian------
White61.258.155.775
Multiple Races4.95.76
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.61.10.7
Asian12.412.814.6
Black99.810.4
Hispanic11.812.612.6
Native Hawaiian
White61.258.155.7
Multiple Races4.95.76
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.61.10.7
Asian12.412.814.6
Black99.810.4
Hispanic11.812.612.6
Native Hawaiian------
White61.258.155.7
Multiple Races4.95.76
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 8.610.913.7
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 32.821.217.2
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 65.866.165.6
< = 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
Percent Number Percent Number Percent Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202224%76%0%0%
2022-202323%74%0%3%
2023-202421%76%0%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024 ESSA Status: Not Identified for Support and Improvement
2024 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - CPYes-Yes-
AsianYes - No CPYes-Yes-
BlackYesYes-Yes-
HispanicYes - CPYes-Yes-
WhiteYes - CPYes-Yes-
Multiple RacesYesYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersYesYesYesYes-
Students with DisabilitiesYes - No CPYes-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 Students89%87%79%88%
Asian93%94%91%88%
Black75%71%68%88%
Hispanic91%88%68%88%
White90%88%85%88%
Multiple Races87%93%83%88%
Economically Disadvantaged79%75%68%88%
English Learners86%79%60%88%
Students with Disabilities66%68%57%88%

< = 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. 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: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students90%88%74%85%
Asian93%93%90%85%
Black70%72%61%85%
Hispanic86%82%63%85%
White95%91%81%85%
Multiple Races80%91%77%85%
Economically Disadvantaged79%74%62%85%
English Learners79%74%58%85%
Students with Disabilities78%74%54%85%

< = 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. 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. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. 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 Pass Rates: Science

Student GroupCurrent Rate
All Students92%
Asian100%
Black60%
Hispanic<
White95%
Multiple Races<
Economically Disadvantaged<
English Learners<
Students with Disabilities76%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students6%8%12%10%
Asian6%8%10%10%
Black4%7%12%10%
Hispanic7%8%12%10%
White6%9%12%10%
Multiple Races8%9%12%10%
Economically Disadvantaged17%20%13%10%
English Learners8%10%12%10%
Students with Disabilities7%10%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress77%54%58%
English Learner Proficiency24%--

< = 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 Progress233077%
English Learner Proficiency93724%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian100%-100%-100%-
Black100%-100%-100%-
Hispanic100%-100%-<<
White100%-99%1%100%-
Multiple Races100%-100%-<<
Economically Disadvantaged100%-100%-<<
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-<<
Students with Disabilities100%-98%2%100%-
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-99%1%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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students94%97%
Asian96%96%
Black75%88%
Hispanic100%100%
White96%98%
Multiple Races82%91%
Economically Disadvantaged89%89%
English Learners95%100%
Students with Disabilities82%89%

< = 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.

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 With Public Preschool Experience

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​​​
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