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Oakridge Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-228-5840
Address: 1414 24th St S Arlington, VA 22202
Principal: Dr. Lynne Wright
Superintendent: Dr. Patrick K. Murphy
Region: 4
Division: Arlington 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 One Level Two
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 86 59 14 27 83 56 17 28 85 57 15
Female 28 87 59 13 29 86 57 14 30 88 58 12
Male 27 85 58 15 25 81 55 19 26 82 56 18
American Indian < < < < < < < < < < < <
Asian 22 90 67 10 39 83 43 17 34 87 53 13
Black 11 76 65 24 19 74 55 26 16 75 59 25
Hispanic 22 74 52 26 11 67 56 33 14 76 62 24
White 36 93 57 7 34 93 58 7 36 92 57 8
Two or more races 41 94 53 6 20 93 73 7 38 90 52 10
Students with Disabilities 14 61 48 39 13 50 38 50 14 57 43 43
Students without Disabilities 30 90 60 10 29 87 58 13 29 87 58 13
Economically Disadvantaged 14 73 59 27 11 67 56 33 9 68 59 32
Not Economically Disadvantaged 32 91 59 9 33 90 56 10 34 91 56 9
English Learners 20 76 57 24 16 67 51 33 10 67 57 33
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 21 87 66 13 19 84 65 16 20 80 60 20
Female 19 89 69 11 24 89 65 11 26 92 67 8
Male 22 85 63 15 13 77 65 23 14 66 52 34
American Indian < < < < < < < < < < < <
Asian 16 95 79 5 32 89 58 11 14 86 71 14
Black 7 73 67 27 10 75 65 25 16 64 48 36
Hispanic 15 77 62 23 8 68 60 32 14 67 52 33
White 30 92 62 8 21 92 71 8 26 91 65 9
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 50 50 50 18 64 45 36 < < < <
Students without Disabilities 23 91 68 9 19 85 67 15 22 81 59 19
Economically Disadvantaged 4 68 64 32 5 71 67 29 - 61 61 39
Not Economically Disadvantaged 25 92 66 8 25 89 64 11 27 86 59 14
English Learners 13 81 69 19 14 72 58 28 - 56 56 44
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 23 81 58 19 33 82 49 18 29 86 57 14
Female 22 81 59 19 34 83 49 17 29 82 53 18
Male 24 80 57 20 32 82 49 18 28 90 62 10
American Indian < 100 < 0 < < < <
Asian 17 92 75 8 47 87 40 13 28 83 56 17
Black 10 65 55 35 22 67 44 33 18 86 68 14
Hispanic 19 67 48 33 - 60 60 40 16 74 58 26
White 31 92 61 8 44 92 48 8 35 92 56 8
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 15 54 38 46 9 55 45 45 30 40 10 60
Students without Disabilities 24 84 61 16 35 85 50 15 29 90 61 10
Economically Disadvantaged 16 69 53 31 8 48 40 52 11 71 60 29
Not Economically Disadvantaged 25 86 60 14 39 91 52 9 35 91 56 9
English Learners 16 68 51 32 19 56 37 44 11 74 63 26
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 40 92 51 8 31 84 53 16 36 90 54 10
Female 47 94 47 6 32 85 53 15 36 91 55 9
Male 36 90 54 10 30 83 53 17 35 89 54 11
Asian 33 83 50 17 42 67 25 33 60 93 33 7
Black 19 94 75 6 22 81 59 19 15 77 62 23
Hispanic 36 86 50 14 19 69 50 31 11 89 78 11
White 46 93 48 7 40 95 55 5 45 94 49 6
Two or more races 60 100 40 0 < 100 < 0 < 100 < 0
Students with Disabilities 24 76 53 24 11 39 28 61 10 70 60 30
Students without Disabilities 43 94 51 6 34 92 57 8 38 92 54 8
Economically Disadvantaged 21 82 61 18 21 74 54 26 17 71 54 29
Not Economically Disadvantaged 46 95 48 5 36 89 53 11 40 95 54 5
English Learners 32 82 50 18 15 69 54 31 24 76 52 24
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 34 88 54 12 28 84 56 16 27 81 54 19
Female 36 89 53 11 22 85 63 15 20 81 61 19
Male 33 88 55 12 33 83 50 17 34 82 47 18
American Indian < < < < < < < < < < < <
Asian 40 92 53 8 38 89 52 11 37 89 52 11
Black 26 80 55 20 15 78 64 22 16 73 56 27
Hispanic 20 79 59 21 10 63 53 37 10 64 54 36
White 37 92 55 8 36 92 56 8 34 89 55 11
Two or more races 63 100 38 0 33 80 47 20 33 81 48 19
Students with Disabilities 14 59 45 41 12 56 44 44 14 43 29 57
Students without Disabilities 37 92 55 8 30 87 57 13 28 84 56 16
Economically Disadvantaged 18 81 63 19 10 67 57 33 13 69 56 31
Not Economically Disadvantaged 39 91 51 9 35 90 55 10 32 85 53 15
English Learners 20 84 64 16 17 76 59 24 12 75 63 25
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 25 89 64 11 19 80 61 20 17 82 65 18
Female 27 87 60 13 15 85 70 15 14 87 72 13
Male 23 91 68 9 23 73 50 27 20 77 56 23
American Indian < < < < < < < < < < < <
Asian 42 95 53 5 26 87 61 13 16 84 68 16
Black 13 83 70 17 - 71 71 29 8 80 72 20
Hispanic 14 86 71 14 12 58 46 42 9 64 55 36
White 25 91 66 9 23 90 67 10 26 91 65 9
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 7 57 50 43 9 64 55 36 < < < <
Students without Disabilities 27 93 66 7 20 81 61 19 17 84 67 16
Economically Disadvantaged - 86 86 14 2 58 56 42 6 80 74 20
Not Economically Disadvantaged 31 90 58 10 27 90 63 10 21 83 61 17
English Learners 15 91 76 9 11 71 60 29 10 73 63 27
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 33 86 53 14 36 85 49 15 28 80 52 20
Female 32 91 59 9 27 81 54 19 17 79 62 21
Male 35 80 45 20 42 88 45 12 42 82 40 18
American Indian < 100 < 0 < < < <
Asian 23 92 69 8 50 90 40 10 37 89 53 11
Black 35 75 40 25 21 82 61 18 23 73 50 27
Hispanic 15 74 59 26 - 50 50 50 11 63 53 37
White 43 94 51 6 46 92 46 8 31 86 55 14
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 15 54 38 46 17 67 50 33 10 30 20 70
Students without Disabilities 36 90 55 10 38 87 49 13 30 84 55 16
Economically Disadvantaged 19 81 63 19 11 61 50 39 14 61 47 39
Not Economically Disadvantaged 39 88 49 12 42 91 49 9 34 87 54 13
English Learners 13 82 69 18 22 76 54 24 16 76 61 24
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 46 89 44 11 29 87 58 13 36 81 45 19
Female 51 88 37 12 25 87 62 13 31 76 45 24
Male 42 91 49 9 33 87 54 13 41 86 45 14
Asian 48 90 43 10 38 92 54 8 63 94 31 6
Black 38 81 44 19 20 80 60 20 19 65 46 35
Hispanic 33 80 47 20 15 77 62 23 10 65 55 35
White 44 92 48 8 38 95 57 5 45 91 46 9
Two or more races 80 100 20 0 < < < < < < < <
Students with Disabilities 18 65 47 35 11 44 33 56 10 50 40 50
Students without Disabilities 50 93 43 7 32 94 62 6 39 84 46 16
Economically Disadvantaged 34 76 41 24 19 81 63 19 22 67 44 33
Not Economically Disadvantaged 49 94 45 6 34 90 55 10 40 86 45 14
English Learners 33 79 45 21 20 82 61 18 13 77 65 23
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 84 59 16 15 70 55 30 14 81 66 19
Female 26 88 62 12 13 71 59 29 13 78 65 22
Male 26 82 56 18 17 70 52 30 16 83 67 17
Asian 18 68 50 32 15 69 54 31 27 87 60 13
Black 25 88 63 13 16 68 52 32 12 65 54 35
Hispanic 18 76 59 24 8 62 54 38 - 67 67 33
White 29 89 60 11 18 73 55 27 17 89 72 11
Two or more races 40 100 60 0 < 100 < 0 < 100 < 0
Students with Disabilities - 82 82 18 11 22 11 78 - 70 70 30
Students without Disabilities 30 85 55 15 16 78 62 22 16 81 66 19
Economically Disadvantaged 16 71 55 29 9 56 47 44 4 58 54 42
Not Economically Disadvantaged 29 89 60 11 18 78 60 22 17 86 69 14
English Learners 11 54 43 46 2 53 51 47 - 68 68 32
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 84 59 16 15 70 55 30 14 81 66 19
Female 26 88 62 12 13 71 59 29 13 78 65 22
Male 26 82 56 18 17 70 52 30 16 83 67 17
Asian 18 68 50 32 15 69 54 31 27 87 60 13
Black 25 88 63 13 16 68 52 32 12 65 54 35
Hispanic 18 76 59 24 8 62 54 38 - 67 67 33
White 29 89 60 11 18 73 55 27 17 89 72 11
Two or more races 40 100 60 0 < 100 < 0 < 100 < 0
Students with Disabilities - 82 82 18 11 22 11 78 - 70 70 30
Students without Disabilities 30 85 55 15 16 78 62 22 16 81 66 19
Economically Disadvantaged 16 71 55 29 9 56 47 44 4 58 54 42
Not Economically Disadvantaged 29 89 60 11 18 78 60 22 17 86 69 14
English Learners 11 54 43 46 2 53 51 47 - 68 68 32
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 24 62 38 38 24 80 56 20 21 71 50 29
Female 21 62 40 38 23 79 55 21 20 70 49 30
Male 27 62 36 38 24 81 57 19 22 73 52 27
American Indian < 100 < 0 < < < <
Asian < < < < 36 86 50 14 33 78 44 22
Black 11 44 33 56 12 68 56 32 4 57 52 43
Hispanic 5 55 50 45 - 45 45 55 5 47 42 53
White 35 71 35 29 29 88 59 12 29 82 53 18
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < < < < 20 40 20 60
Students without Disabilities 25 66 41 34 26 82 56 18 21 74 53 26
Economically Disadvantaged 10 40 30 60 - 45 45 55 3 43 40 57
Not Economically Disadvantaged 27 68 40 32 29 88 59 12 28 82 54 18
English Learners - 43 43 57 - 79 79 21 11 58 47 42
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 24 62 38 38 24 80 56 20 21 71 50 29
Female 21 62 40 38 23 79 55 21 20 70 49 30
Male 27 62 36 38 24 81 57 19 22 73 52 27
American Indian < 100 < 0 < < < <
Asian < < < < 36 86 50 14 33 78 44 22
Black 11 44 33 56 12 68 56 32 4 57 52 43
Hispanic 5 55 50 45 - 45 45 55 5 47 42 53
White 35 71 35 29 29 88 59 12 29 82 53 18
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < < < < 20 40 20 60
Students without Disabilities 25 66 41 34 26 82 56 18 21 74 53 26
Economically Disadvantaged 10 40 30 60 - 45 45 55 3 43 40 57
Not Economically Disadvantaged 27 68 40 32 29 88 59 12 28 82 54 18
English Learners - 43 43 57 - 79 79 21 11 58 47 42
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
Division202228129
School192826
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten232421
Kindergarten131132135
Grade 1113124128
Grade 2125120124
Grade 3139134106
Grade 4141140134
Grade 5131124136
Total Students803798784
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 Students803798784
Female401399387
Male402399397
American Indian744
Asian11110295
Black137130143
Hispanic132133119
Native Hawaiian122
White378383371
Two or more races374450
Students with Disabilities687467
Students without Disabilities735724717
Economically Disadvantaged223218182
Not Economically Disadvantaged580580602
English Learners272297268
Not English Learners531501516
Military Connected408276
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
66.4 66.9 67.7

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
2014-201515,643.002,450.00501.00
2015-201616,288.002,494.00540.00
2016-201716,651.002,564.00582.00

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 Students723537008370061
Female356223394335131
Male367313614034930
American Indian<<<<<<
Asian94496148512
Black117712181197
Hispanic1208108211089
Native Hawaiian<<<<
White348323383534531
Two or more races371325392
Students with Disabilities724655655
Economically Disadvantaged18392001917618
English Learners234172444024526
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
Other Offenses Against Persons <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.8720.501
Asian13.82312.782
Black17.06116.291
Hispanic16.43816.66733.33
Native Hawaiian0.1250.251
White47.07310047.99566.67
Two or more races4.6085.514
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 Indian0.8720.501
Asian13.82312.782
Black17.06116.291
Hispanic16.43816.667
Native Hawaiian0.1250.251
White47.07347.995
Two or more races4.6085.514
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 Indian0.8720.501
Asian13.82312.782
Black17.06116.291
Hispanic16.43816.667
Native Hawaiian0.1250.251
White47.07347.995
Two or more races4.6085.514
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 30.7224.6525.52
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 2028.2155.02
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 73.6280.5177.51
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 - - - 11.7% - 16.7%
Division
All Schools 0.2% 1.3% 8.2% 6.4% 4.6% 5.3%
High Poverty 1% - 8% - 4% -
Low Poverty - 1% - 6.1% - 6.6%
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%0%
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
2015-201627%70%1%2%
2016-201740%58%2%0%
2017-201837%62%2%-1%
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-
AsianNoNo-No-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesNo-
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 Students85%85%73%75%
Asian85%85%87%75%
Black76%75%60%75%
Hispanic75%72%63%75%
White92%92%81%75%
Economically Disadvantaged67%69%62%75%
English Learners65%69%53%75%
Students with Disabilities57%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 Students79%82%74%70%
Asian86%86%89%70%
Black72%76%60%70%
Hispanic63%66%64%70%
White87%88%81%70%
Economically Disadvantaged68%69%63%70%
English Learners69%72%57%70%
Students with Disabilities43%55%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 Students76%
Asian81%
Black65%
Hispanic60%
White82%
Economically Disadvantaged52%
English Learners53%
Students with Disabilities70%

< = 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 Students87%81%
Asian88%88%
Black78%73%
Hispanic76%65%
White94%88%
Economically Disadvantaged70%70%
English Learners68%71%
Students with Disabilities71%50%

< = 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 Students8%8%9%10%
Asian12%10%5%10%
Black6%6%9%10%
Hispanic8%10%9%10%
White8%9%9%10%
Economically Disadvantaged9%8%13%10%
English Learners10%10%8%10%
Students with Disabilities7%6%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 Progress76%46%58%
English Learner Proficiency19%--
< = 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 Progress8010576%
English Learner Proficiency4221919%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%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---

< = 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).
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