Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

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
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 84 54 16 33 89 56 11 29 89 60 11
Female 27 85 58 15 36 92 56 8 29 92 63 8
Male 32 83 51 17 32 87 56 13 28 86 57 14
Asian 22 85 63 15 26 89 62 11 26 90 64 10
Black 12 47 35 53 - 87 87 13 11 78 67 22
Hispanic 18 73 55 27 24 80 55 20 18 79 61 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 33 86 53 14 36 92 55 8 32 90 58 10
Two or more races 39 97 58 3 43 87 43 13 32 92 59 8
Students with Disabilities 18 58 39 42 11 57 46 43 12 57 45 43
Students without Disabilities 32 89 57 11 38 96 58 4 32 95 63 5
Economically Disadvantaged 13 65 52 35 16 72 56 28 9 64 55 36
Not Economically Disadvantaged 31 85 54 15 34 90 56 10 30 90 60 10
English Learners 11 67 56 33 14 79 64 21 13 75 62 25
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 86 70 14 22 88 66 12 21 87 66 13
Female 16 90 73 10 25 91 65 9 25 89 64 11
Male 17 83 66 17 18 85 67 15 17 85 68 15
Asian - 82 82 18 9 91 82 9 33 89 56 11
Black < < < < < < < < < < < <
Hispanic - 70 70 30 23 77 54 23 - 85 85 15
White 22 90 67 10 23 91 68 9 20 87 67 13
Two or more races < 100 < 0 27 82 55 18 < 100 < 0
Students with Disabilities 13 69 56 31 9 59 50 41 10 75 65 25
Students without Disabilities 17 90 72 10 24 95 70 5 23 89 66 11
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 17 87 69 13 22 90 68 10 23 89 66 11
English Learners - 92 92 8 20 80 60 20 23 85 62 15
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 75 49 25 33 88 54 13 25 87 62 13
Female 24 76 52 24 37 91 54 9 28 85 57 15
Male 29 75 46 25 29 84 55 16 22 88 66 12
Asian 33 81 48 19 33 83 50 17 33 100 67 0
Black < < < < < 100 < 0 < < < <
Hispanic 18 73 55 27 20 80 60 20 18 71 53 29
White 28 74 46 26 36 89 53 11 27 91 64 9
Two or more races < < < < 42 83 42 17 20 80 60 20
Students with Disabilities 16 47 32 53 13 50 38 50 8 56 48 44
Students without Disabilities 29 81 52 19 36 94 57 6 28 94 65 6
Economically Disadvantaged < < < < < 100 < 0 - 45 45 55
Not Economically Disadvantaged 28 77 49 23 34 87 53 13 27 90 63 10
English Learners 18 71 53 29 14 79 64 21 - 67 67 33
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 46 91 45 9 37 89 52 11 36 91 55 9
Female 37 98 61 2 38 91 53 9 35 98 63 2
Male 52 87 35 13 36 87 51 13 38 84 46 16
Asian 17 89 72 11 26 89 63 11 15 92 77 8
Black < < < < < 100 < 0 < 100 < 0
Hispanic 42 67 25 33 8 77 69 23 36 82 45 18
Native Hawaiian < 100 < 0 < 100 < 0
White 51 96 44 4 44 91 47 9 43 91 47 9
Two or more races 58 100 42 0 45 82 36 18 31 100 69 0
Students with Disabilities 38 69 31 31 10 55 45 45 17 50 33 50
Students without Disabilities 47 94 47 6 42 95 53 5 40 99 59 1
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 46 92 46 8 39 90 51 10 36 93 57 7
English Learners 7 57 50 43 - 80 80 20 21 71 50 29
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 83 54 17 42 93 52 7 33 89 57 11
Female 31 79 48 21 42 94 52 6 27 93 67 7
Male 27 86 59 14 41 93 51 7 38 86 49 14
Asian < < < < 32 89 58 11 21 83 63 17
Black < < < < < < < < < 100 < 0
Hispanic 9 82 73 18 46 85 38 15 20 80 60 20
White 31 84 53 16 42 96 54 4 38 93 55 8
Two or more races < 100 < 0 58 100 42 0 40 90 50 10
Students with Disabilities 13 52 39 48 13 63 50 38 14 48 33 52
Students without Disabilities 33 91 58 9 46 98 52 2 36 97 61 3
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 29 83 54 17 43 95 52 5 34 90 56 10
English Learners 17 50 33 50 24 76 53 24 11 78 67 22
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 85 55 15 34 89 55 11 29 87 57 13
Female 24 88 64 12 30 90 60 10 29 87 57 13
Male 35 83 48 17 38 88 50 12 29 87 57 13
Asian 43 85 42 15 30 90 61 10 40 93 53 7
Black 18 65 47 35 20 87 67 13 12 71 59 29
Hispanic 26 79 53 21 17 67 50 33 14 71 57 29
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 27 86 59 14 38 92 53 8 30 88 58 12
Two or more races 44 92 47 8 37 93 57 7 35 92 57 8
Students with Disabilities 19 63 43 38 12 54 42 46 16 57 41 43
Students without Disabilities 32 89 57 11 38 95 57 5 32 93 61 7
Economically Disadvantaged 21 71 50 29 17 54 38 46 13 69 56 31
Not Economically Disadvantaged 30 86 55 14 35 91 56 9 31 88 57 12
English Learners 28 74 46 26 27 73 46 27 25 78 53 22
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 81 51 19 22 84 62 16 21 82 61 18
Female 27 88 61 12 16 84 68 16 21 71 50 29
Male 34 75 42 25 27 83 57 17 20 92 72 8
Asian 27 82 55 18 18 91 73 9 39 94 56 6
Black < < < < < < < < < < < <
Hispanic 30 80 50 20 8 46 38 54 8 62 54 38
White 31 84 52 16 23 91 68 9 20 82 62 18
Two or more races < < < < 27 82 55 18 < 100 < 0
Students with Disabilities 25 50 25 50 5 45 41 55 15 60 45 40
Students without Disabilities 31 87 56 13 26 93 67 7 22 86 65 14
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 32 83 51 17 22 87 65 13 22 83 61 17
English Learners 33 67 33 33 20 50 30 50 31 92 62 8
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 36 77 41 23 34 93 59 7 29 81 52 19
Female 32 81 49 19 28 95 67 5 31 83 53 17
Male 39 73 34 27 40 91 51 9 28 80 51 20
Asian 52 86 33 14 17 92 75 8 40 93 53 7
Black < < < < < 100 < 0 < < < <
Hispanic 30 60 30 40 30 70 40 30 12 59 47 41
White 30 77 46 23 38 96 58 4 30 87 57 13
Two or more races < < < < 42 92 50 8 40 80 40 20
Students with Disabilities 26 42 16 58 31 69 38 31 17 42 25 58
Students without Disabilities 38 84 46 16 34 97 63 3 32 90 58 10
Economically Disadvantaged < < < < < 100 < 0 10 50 40 50
Not Economically Disadvantaged 38 79 41 21 35 93 58 7 31 84 53 16
English Learners 25 75 50 25 29 79 50 21 20 60 40 40
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 82 55 18 29 80 51 20 15 86 70 14
Female 19 86 67 14 32 83 51 17 20 91 71 9
Male 32 79 47 21 26 77 51 23 10 79 69 21
Asian 50 67 17 33 14 79 64 21 36 91 55 9
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 9 73 64 27 9 64 55 36 10 80 70 20
Native Hawaiian < 100 < 0 < 100 < 0
White 21 85 65 15 37 80 42 20 16 84 67 16
Two or more races 40 90 50 10 < 100 < 0 < < < <
Students with Disabilities 33 83 50 17 6 24 18 76 13 47 33 53
Students without Disabilities 25 82 56 18 34 92 58 8 16 94 78 6
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 26 83 56 18 31 83 51 17 15 87 72 13
English Learners 33 60 27 40 14 64 50 36 17 67 50 33
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 94 73 6 40 95 55 5 35 94 58 6
Female 20 94 75 6 35 94 59 6 34 98 64 2
Male 23 94 71 6 43 96 52 4 37 90 54 10
Asian 42 100 58 0 38 94 56 6 35 90 55 10
Black < < < < < 100 < 0 < 100 < 0
Hispanic 20 100 80 0 23 85 62 15 21 86 64 14
White 19 93 74 7 44 96 52 4 35 95 60 5
Two or more races < 100 < 0 42 100 58 0 64 100 36 0
Students with Disabilities 4 75 71 25 11 78 67 22 14 73 59 27
Students without Disabilities 26 99 73 1 45 98 53 2 40 98 58 2
Economically Disadvantaged < 100 < 0 < < < < < 100 < 0
Not Economically Disadvantaged 21 94 73 6 41 96 56 4 36 93 57 7
English Learners 18 100 82 0 21 86 64 14 33 89 56 11
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 48 100 52 0 76 100 24 0 73 100 27 0
Female 17 100 83 0 75 100 25 0 67 100 33 0
Male 67 100 33 0 77 100 23 0 78 100 22 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 45 100 55 0 81 100 19 0 81 100 19 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 50 100 50 0 79 100 21 0 74 100 26 0
Not Economically Disadvantaged 47 100 53 0 75 100 25 0 73 100 27 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 88 62 12 34 79 46 21 22 81 59 19
Female 17 87 70 13 33 81 47 19 15 83 68 17
Male 32 88 57 12 34 78 44 22 29 79 50 21
Asian 32 89 58 11 21 74 53 26 15 77 62 23
Black < 100 < 0 < < < < < < < <
Hispanic 17 75 58 25 23 69 46 31 9 73 64 27
Native Hawaiian < 100 < 0 < 100 < 0
White 26 90 64 10 37 81 44 19 26 84 58 16
Two or more races 33 83 50 17 45 91 45 9 23 77 54 23
Students with Disabilities 7 93 86 7 10 45 35 55 11 50 39 50
Students without Disabilities 28 87 59 13 38 86 48 14 23 87 63 13
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 27 88 62 12 35 80 45 20 22 82 60 18
English Learners 7 67 60 33 7 60 53 40 7 71 64 29
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 88 62 12 34 79 46 21 22 81 59 19
Female 17 87 70 13 33 81 47 19 15 83 68 17
Male 32 88 57 12 34 78 44 22 29 79 50 21
Asian 32 89 58 11 21 74 53 26 15 77 62 23
Black < 100 < 0 < < < < < < < <
Hispanic 17 75 58 25 23 69 46 31 9 73 64 27
Native Hawaiian < 100 < 0 < 100 < 0
White 26 90 64 10 37 81 44 19 26 84 58 16
Two or more races 33 83 50 17 45 91 45 9 23 77 54 23
Students with Disabilities 7 93 86 7 10 45 35 55 11 50 39 50
Students without Disabilities 28 87 59 13 38 86 48 14 23 87 63 13
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 27 88 62 12 35 80 45 20 22 82 60 18
English Learners 7 67 60 33 7 60 53 40 7 71 64 29
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 47 88 41 12 46 94 49 6 35 89 54 11
Female 44 90 46 10 46 95 48 5 35 84 49 16
Male 49 86 37 14 45 94 49 6 36 93 57 7
Asian 68 84 16 16 25 75 50 25 60 87 27 13
Black < < < < < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0 25 83 58 17
White 43 88 46 12 51 96 44 4 32 93 61 7
Two or more races 30 90 60 10 67 100 33 0 40 90 50 10
Students with Disabilities 25 69 44 31 14 86 71 14 10 60 50 40
Students without Disabilities 51 91 41 9 51 96 45 4 40 94 54 6
Economically Disadvantaged < 100 < 0 < 100 < 0 < < < <
Not Economically Disadvantaged 49 87 39 13 47 94 47 6 35 89 54 11
English Learners 36 82 45 18 8 92 83 8 < < < <
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 47 89 42 11 46 94 49 6 35 89 54 11
Female 44 90 46 10 46 95 48 5 35 84 49 16
Male 50 88 38 13 45 94 49 6 36 93 57 7
Asian 72 89 17 11 25 75 50 25 60 87 27 13
Black < < < < < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0 25 83 58 17
White 43 88 46 12 51 96 44 4 32 93 61 7
Two or more races 30 90 60 10 67 100 33 0 40 90 50 10
Students with Disabilities 27 73 47 27 14 86 71 14 10 60 50 40
Students without Disabilities 51 91 41 9 51 96 45 4 40 94 54 6
Economically Disadvantaged < 100 < 0 < 100 < 0 < < < <
Not Economically Disadvantaged 49 88 39 12 47 94 47 6 35 89 54 11
English Learners 40 90 50 10 8 92 83 8 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten202
Kindergarten108111103
Grade 1111121112
Grade 2122111116
Grade 3121116109
Grade 4112132129
Grade 5123114132
Grade 6120132124
Total Students819837827
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All 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
Foster Care1
Military Connected1076954
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

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

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

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

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

Statewide Per-Pupil Spending

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

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

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

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students768277823380828
Female360123631537715
Male408154191843113
American Indian<<<<<<
Asian106210521083
Black283292245
Hispanic744735784
Native Hawaiian<<<<<<
White502155052153112
Two or more races553673644
Students with Disabilities110611971326
Economically Disadvantaged397374427
English Learners102510661056
Homeless<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

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

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1220.239
Asian13.18713.142
Black4.0293.465
Hispanic9.6469.438
Native Hawaiian0.2440.119
White64.22510065.47266.67
Two or more races8.5478.12433.33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1220.239
Asian13.18713.142
Black4.0293.465
Hispanic9.6469.438
Native Hawaiian0.2440.119
White64.22565.472
Two or more races8.5478.124
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.1220.239
Asian13.18713.142
Black4.0293.465
Hispanic9.6469.438
Native Hawaiian0.2440.119
White64.22565.472
Two or more races8.5478.124
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 5.516.094.41
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 25.5816.6727.78
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 74.427575
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - - 3.3% - 5%
Division
All Schools 1.9% 3.2% 7.4% 8% 4.8% 4.3%
High Poverty 1.5% 8.6% 7.1% 10.3% 4.9% 5.2%
Low Poverty - 2.3% - 7.7% - 4.5%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201628%72%0%0%
2016-201734%66%0%0%
2017-201834%66%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-TS-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.
ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students89%87%73%75%
Asian90%88%87%75%
Black88%73%60%75%
Hispanic79%77%63%75%
White90%89%81%75%
Economically Disadvantaged68%68%62%75%
English Learners75%73%53%75%
Students with Disabilities58%57%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students87%87%74%70%
Asian93%90%89%70%
Black79%76%60%70%
Hispanic71%71%64%70%
White88%88%81%70%
Economically Disadvantaged73%66%63%70%
English Learners78%74%57%70%
Students with Disabilities57%57%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students81%
Asian77%
Black<
Hispanic73%
White84%
Economically Disadvantaged<
English Learners71%
Students with Disabilities50%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students90%88%
Asian94%93%
Black88%80%
Hispanic84%75%
White90%89%
Economically Disadvantaged75%77%
English Learners80%83%
Students with Disabilities65%63%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students3%4%9%10%
Asian3%2%5%10%
Black17%11%9%10%
Hispanic5%5%9%10%
White2%3%9%10%
Economically Disadvantaged14%13%13%10%
English Learners5%5%8%10%
Students with Disabilities4%5%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. 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 Progress52%46%58%
English Learner Proficiency14%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress265052%
English Learner Proficiency96414%
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%<
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---

< = Results suppressed to protect student privacy
— = Not applicable or no students

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