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Oak View Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-764-7100
Address: 5004 Sideburn Rd Fairfax, VA 22032
Principal: Ms. Sarah L. Brooker
Superintendent: Dr. Scott S. Brabrand
School Number: 1860
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
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

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two Level One
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 33 56 89 11 29 60 89 11 26 60 87 13
Female 36 56 92 8 29 63 92 8 29 61 90 10
Male 32 56 87 13 28 57 86 14 24 60 84 16
Asian 26 62 89 11 26 64 90 10 32 60 93 7
Black - 87 87 13 11 67 78 22 5 59 64 36
Hispanic 24 55 80 20 18 61 79 21 19 53 72 28
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 36 55 92 8 32 58 90 10 28 61 89 11
Two or more races 43 43 87 13 32 59 92 8 28 64 92 8
Students with Disabilities 11 46 57 43 12 45 57 43 7 44 51 49
Students without Disabilities 38 58 96 4 32 63 95 5 30 64 94 6
Economically Disadvantaged 16 56 72 28 9 55 64 36 11 51 62 38
Not Economically Disadvantaged 34 56 90 10 30 60 90 10 28 61 89 11
English Learners 14 64 79 21 - 36 36 64 3 33 37 63
Military Connected 25 58 83 17 27 57 84 16
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 22 66 88 12 21 66 87 13 17 65 82 18
Female 25 65 91 9 25 64 89 11 21 68 89 11
Male 18 67 85 15 17 68 85 15 13 60 74 26
Asian 9 82 91 9 33 56 89 11 23 54 77 23
Black < < < < < < < < < < < <
Hispanic 23 54 77 23 - 85 85 15 - 58 58 42
White 23 68 91 9 20 67 87 13 21 69 90 10
Two or more races 27 55 82 18 < < 100 0 < < < <
Students with Disabilities 9 50 59 41 10 65 75 25 10 38 48 52
Students without Disabilities 24 70 95 5 23 66 89 11 19 71 90 10
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 22 68 90 10 23 66 89 11 17 68 86 14
English Learners 20 60 80 20 < < < < - 33 33 67
Military Connected 30 30 60 40 20 60 80 20
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 33 54 88 13 25 62 87 13 16 72 88 13
Female 37 54 91 9 28 57 85 15 22 64 86 14
Male 29 55 84 16 22 66 88 12 10 79 89 11
Asian 33 50 83 17 33 67 100 0 23 73 95 5
Black < < 100 0 < < < < < < < <
Hispanic 20 60 80 20 18 53 71 29 - 73 73 27
White 36 53 89 11 27 64 91 9 15 72 87 13
Two or more races 42 42 83 17 20 60 80 20 < < 100 0
Students with Disabilities 13 38 50 50 8 48 56 44 9 52 61 39
Students without Disabilities 36 57 94 6 28 65 94 6 17 76 93 7
Economically Disadvantaged < < 100 0 - 45 45 55 - 77 77 23
Not Economically Disadvantaged 34 53 87 13 27 63 90 10 17 71 89 11
English Learners 14 64 79 21 < < < < < < < <
Military Connected 18 73 91 9 12 71 82 18
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 37 52 89 11 36 55 91 9 35 50 85 15
Female 38 53 91 9 35 63 98 2 32 53 85 15
Male 36 51 87 13 38 46 84 16 37 48 85 15
Asian 26 63 89 11 15 77 92 8 50 50 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 8 69 77 23 36 45 82 18 29 41 71 29
White 44 47 91 9 43 47 91 9 34 52 87 13
Two or more races 45 36 82 18 31 69 100 0 < < < <
Students with Disabilities 10 45 55 45 17 33 50 50 4 44 48 52
Students without Disabilities 42 53 95 5 40 59 99 1 42 51 93 7
Economically Disadvantaged < < < < < < < < 20 40 60 40
Not Economically Disadvantaged 39 51 90 10 36 57 93 7 36 51 87 13
English Learners - 80 80 20 < < < < < < < <
Military Connected 36 50 86 14 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 52 93 7 33 57 89 11 37 55 92 8
Female 42 52 94 6 27 67 93 7 38 59 97 3
Male 41 51 93 7 38 49 86 14 35 51 86 14
Asian 32 58 89 11 21 63 83 17 33 60 93 7
Black < < < < < < 100 0 < < 100 0
Hispanic 46 38 85 15 20 60 80 20 38 46 85 15
Native Hawaiian < < 100 0 < < 100 0
White 42 54 96 4 38 55 93 8 42 51 92 8
Two or more races 58 42 100 0 40 50 90 10 21 71 93 7
Students with Disabilities 13 50 63 38 14 33 48 52 6 38 44 56
Students without Disabilities 46 52 98 2 36 61 97 3 41 58 99 1
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 43 52 95 5 34 56 90 10 38 55 93 7
English Learners 24 53 76 24 < < < < < < < <
Military Connected 15 77 92 8 41 53 94 6
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 34 55 89 11 29 57 87 13 32 60 93 7
Female 30 60 90 10 29 57 87 13 32 60 92 8
Male 38 50 88 12 29 57 87 13 33 61 93 7
Asian 30 61 90 10 40 53 93 7 42 54 96 4
Black 20 67 87 13 12 59 71 29 9 59 68 32
Hispanic 17 50 67 33 14 57 71 29 28 60 89 11
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 38 53 92 8 30 58 88 12 30 63 93 7
Two or more races 37 57 93 7 35 57 92 8 53 47 100 0
Students with Disabilities 12 42 54 46 16 41 57 43 14 56 71 29
Students without Disabilities 38 57 95 5 32 61 93 7 36 61 97 3
Economically Disadvantaged 17 38 54 46 13 56 69 31 27 51 78 22
Not Economically Disadvantaged 35 56 91 9 31 57 88 12 33 61 94 6
English Learners 27 46 73 27 - 41 41 59 3 61 65 35
Military Connected 31 60 92 8 35 59 94 6
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 62 84 16 21 61 82 18 24 69 93 7
Female 16 68 84 16 21 50 71 29 23 70 93 7
Male 27 57 83 17 20 72 92 8 25 67 92 8
Asian 18 73 91 9 39 56 94 6 15 69 85 15
Black < < < < < < < < < < < <
Hispanic 8 38 46 54 8 54 62 38 25 67 92 8
White 23 68 91 9 20 62 82 18 25 72 97 3
Two or more races 27 55 82 18 < < 100 0 < < 100 0
Students with Disabilities 5 41 45 55 15 45 60 40 14 67 81 19
Students without Disabilities 26 67 93 7 22 65 86 14 26 69 95 5
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 22 65 87 13 22 61 83 17 24 68 92 8
English Learners 20 30 50 50 < < < < - 83 83 17
Military Connected 40 60 100 0 10 80 90 10
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 34 59 93 7 29 52 81 19 32 61 93 7
Female 28 67 95 5 31 53 83 17 28 60 88 12
Male 40 51 91 9 28 51 80 20 35 62 97 3
Asian 17 75 92 8 40 53 93 7 45 55 100 0
Black < < 100 0 < < < < < < < <
Hispanic 30 40 70 30 12 47 59 41 9 82 91 9
White 38 58 96 4 30 57 87 13 31 61 92 8
Two or more races 42 50 92 8 40 40 80 20 < < 100 0
Students with Disabilities 31 38 69 31 17 25 42 58 22 57 78 22
Students without Disabilities 34 63 97 3 32 58 90 10 34 62 96 4
Economically Disadvantaged < < 100 0 10 40 50 50 23 62 85 15
Not Economically Disadvantaged 35 58 93 7 31 53 84 16 33 61 94 6
English Learners 29 50 79 21 < < < < < < 100 0
Military Connected 36 55 91 9 41 53 94 6
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 29 51 80 20 15 70 86 14 14 70 85 15
Female 32 51 83 17 20 71 91 9 19 65 83 17
Male 26 51 77 23 10 69 79 21 11 75 86 14
Asian 14 64 79 21 36 55 91 9 23 77 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 9 55 64 36 10 70 80 20 13 67 80 20
White 37 42 80 20 16 67 84 16 14 71 85 15
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 6 18 24 76 13 33 47 53 4 46 50 50
Students without Disabilities 34 58 92 8 16 78 94 6 18 78 95 5
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 31 51 83 17 15 72 87 13 16 73 88 12
English Learners 14 50 64 36 < < < < < < < <
Military Connected 9 64 73 27 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 55 95 5 35 58 94 6 46 51 97 3
Female 35 59 94 6 34 64 98 2 47 52 98 2
Male 43 52 96 4 37 54 90 10 45 50 95 5
Asian 38 56 94 6 35 55 90 10 65 29 94 6
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 23 62 85 15 21 64 86 14 57 36 93 7
Native Hawaiian < < 100 0 < < 100 0
White 44 52 96 4 35 60 95 5 37 60 97 3
Two or more races 42 58 100 0 64 36 100 0 62 38 100 0
Students with Disabilities 11 67 78 22 14 59 73 27 13 63 75 25
Students without Disabilities 45 53 98 2 40 58 98 2 51 49 100 0
Economically Disadvantaged < < < < < < 100 0 < < < <
Not Economically Disadvantaged 41 56 96 4 36 57 93 7 44 53 97 3
English Learners 21 64 86 14 < < < < < < < <
Military Connected 29 71 100 0 50 50 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 76 24 100 0 73 27 100 0 67 33 100 0
Female 75 25 100 0 67 33 100 0 59 41 100 0
Male 77 23 100 0 78 22 100 0 74 26 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 81 19 100 0 81 19 100 0 62 38 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 79 21 100 0 74 26 100 0 66 34 100 0
Not Economically Disadvantaged 75 25 100 0 73 27 100 0 67 33 100 0
Military Connected < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 34 46 79 21 22 59 81 19 26 57 83 17
Female 33 47 81 19 15 68 83 17 22 58 80 20
Male 34 44 78 22 29 50 79 21 29 56 85 15
Asian 21 53 74 26 15 62 77 23 33 56 89 11
Black < < < < < < < < < < < <
Hispanic 23 46 69 31 9 64 73 27 24 41 65 35
White 37 44 81 19 26 58 84 16 26 61 87 13
Two or more races 45 45 91 9 23 54 77 23 < < < <
Students with Disabilities 10 35 45 55 11 39 50 50 12 36 48 52
Students without Disabilities 38 48 86 14 23 63 87 13 29 62 91 9
Economically Disadvantaged < < < < < < < < 20 20 40 60
Not Economically Disadvantaged 35 45 80 20 22 60 82 18 26 60 86 14
English Learners 7 53 60 40 < < < < < < < <
Military Connected 7 64 71 29 < < < <
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 34 46 79 21 22 59 81 19 26 57 83 17
Female 33 47 81 19 15 68 83 17 22 58 80 20
Male 34 44 78 22 29 50 79 21 29 56 85 15
Asian 21 53 74 26 15 62 77 23 33 56 89 11
Black < < < < < < < < < < < <
Hispanic 23 46 69 31 9 64 73 27 24 41 65 35
White 37 44 81 19 26 58 84 16 26 61 87 13
Two or more races 45 45 91 9 23 54 77 23 < < < <
Students with Disabilities 10 35 45 55 11 39 50 50 12 36 48 52
Students without Disabilities 38 48 86 14 23 63 87 13 29 62 91 9
Economically Disadvantaged < < < < < < < < 20 20 40 60
Not Economically Disadvantaged 35 45 80 20 22 60 82 18 26 60 86 14
English Learners 7 53 60 40 < < < < < < < <
Military Connected 7 64 71 29 < < < <
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 46 49 94 6 35 54 89 11 28 59 87 13
Female 46 48 95 5 35 49 84 16 31 53 84 16
Male 45 49 94 6 36 57 93 7 25 63 88 12
Asian 25 50 75 25 60 27 87 13 32 64 95 5
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 25 58 83 17 - 55 55 45
White 51 44 96 4 32 61 93 7 32 57 89 11
Two or more races 67 33 100 0 40 50 90 10 < < < <
Students with Disabilities 14 71 86 14 10 50 60 40 22 52 74 26
Students without Disabilities 51 45 96 4 40 54 94 6 29 60 89 11
Economically Disadvantaged < < 100 0 < < < < 8 62 69 31
Not Economically Disadvantaged 47 47 94 6 35 54 89 11 30 58 88 12
English Learners 8 83 92 8 < < 100 0 < < < <
Military Connected 45 45 91 9 24 71 94 6
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 46 49 94 6 35 54 89 11 28 59 87 13
Female 46 48 95 5 35 49 84 16 31 53 84 16
Male 45 49 94 6 36 57 93 7 25 63 88 12
Asian 25 50 75 25 60 27 87 13 32 64 95 5
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 25 58 83 17 - 55 55 45
White 51 44 96 4 32 61 93 7 32 57 89 11
Two or more races 67 33 100 0 40 50 90 10 < < < <
Students with Disabilities 14 71 86 14 10 50 60 40 22 52 74 26
Students without Disabilities 51 45 96 4 40 54 94 6 29 60 89 11
Economically Disadvantaged < < 100 0 < < < < 8 62 69 31
Not Economically Disadvantaged 47 47 94 6 35 54 89 11 30 58 88 12
English Learners 8 83 92 8 < < 100 0 < < < <
Military Connected 45 45 91 9 24 71 94 6
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
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School--1
Division1,2568501,072
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-kindergarten2-2
Kindergarten108111103
Grade 1111121112
Grade 2122111116
Grade 3121116109
Grade 4112132129
Grade 5123114132
Grade 6120132124
Total Students819837827

< = 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 Students819837827
Female379389395
Male440448432
American Indian121
Asian108110109
Black332930
Hispanic797983
Native Hawaiian211
White526548533
Two or more races706870
Students with Disabilities106125126
Students without Disabilities713712701
Economically Disadvantaged244457
Not Economically Disadvantaged795793770
English Learners112109103
Not English Learners707728724
Homeless3--
Military Connected1076954
Foster Care1--
< = 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
2015-2016Division10,526.003,267.00606.00
State6,084.004,849.00812.00
2016-2017Division10,883.003,364.00649.00
State6,248.005,052.00871.00
2017-2018Division11,183.003,515.00662.00
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 Students781348082879535
Female363153771537421
Male418194311342114
American Indian<<<<<<
Asian105210831083
Black292245256
Hispanic735784794
Native Hawaiian<<<<<<
White505215311251121
Two or more races664644701
Students with Disabilities119713261388
Economically Disadvantaged374427458
English Learners10571056984
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

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Weapons Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.20.1
Asian13.213.113.250
Black43.53.6
Hispanic9.69.410
Native Hawaiian0.20.10.1
White64.210065.566.764.525
Two or more races8.58.133.38.525
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.20.1
Asian13.213.113.2
Black43.53.6
Hispanic9.69.410
Native Hawaiian0.20.10.1
White64.265.564.5
Two or more races8.58.18.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.20.1
Asian13.213.113.2
Black43.53.6
Hispanic9.69.410
Native Hawaiian0.20.10.1
White64.265.564.5
Two or more races8.58.18.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 4.45.36.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 27.819.422.3
< = 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 7668.171.2
< = 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%
Division6.7%2.4%
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
2016-201734%66%0%0%
2017-201834%66%0%0%
2018-201936%64%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-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 Students87%88%73%75%
Asian93%90%87%75%
Black64%77%60%75%
Hispanic72%77%63%75%
White89%90%81%75%
Economically Disadvantaged62%66%62%75%
English Learners69%74%53%75%
Students with Disabilities51%55%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 Students93%89%74%70%
Asian96%93%89%70%
Black68%77%60%70%
Hispanic89%75%64%70%
White93%91%81%70%
Economically Disadvantaged78%70%63%70%
English Learners83%78%57%70%
Students with Disabilities71%60%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 Students83%
Asian89%
Black<
Hispanic65%
White87%
Economically Disadvantaged40%
English Learners50%
Students with Disabilities48%

< = 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 Students88%94%
Asian93%97%
Black73%73%
Hispanic75%91%
White90%95%
Economically Disadvantaged68%84%
English Learners74%86%
Students with Disabilities59%79%

< = 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 Students4%4%9%10%
Asian3%2%5%10%
Black19%14%9%10%
Hispanic5%5%9%10%
White4%3%9%10%
Economically Disadvantaged15%13%13%10%
English Learners4%5%8%10%
Students with Disabilities5%5%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 Progress51%46%58%
English Learner Proficiency20%--

< = 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 Progress244751%
English Learner Proficiency136420%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%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 6%
Division 21%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 64%
State 81%
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