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Olde Creek Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-426-3100
Address: 9524 Old Creek Dr Fairfax, VA 22032
Principal: Mr. Dustin P. Wright
Superintendent: Dr. Scott S. Brabrand
School Number: 1650
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Two

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 Three
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two 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 Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 54 84 16 26 56 83 17 23 57 81 19
Female 39 53 92 8 34 51 85 15 27 57 84 16
Male 25 55 79 21 20 60 80 20 21 57 78 22
Asian 28 65 93 8 9 80 89 11 19 67 86 14
Black 14 38 52 48 14 38 52 48 9 32 41 59
Hispanic 20 51 71 29 7 64 71 29 15 59 74 26
White 34 55 90 10 36 53 89 11 29 57 87 13
Two or more races 43 48 91 9 44 40 84 16 22 67 89 11
Students with Disabilities 19 40 60 40 11 45 55 45 13 43 57 43
Students without Disabilities 35 59 94 6 32 60 92 8 28 63 91 9
Economically Disadvantaged 8 52 60 40 6 50 56 44 11 43 54 46
Not Economically Disadvantaged 36 54 90 10 31 58 89 11 26 61 87 13
English Learners 14 59 73 27 - 36 36 64 4 31 35 65
Military Connected 33 52 85 15 23 58 81 19
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 54 79 21 25 55 80 20 18 51 69 31
Female 31 50 81 19 33 52 86 14 17 61 78 22
Male 20 57 77 23 20 57 77 23 18 43 61 39
Asian < < < < < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 20 50 70 30 < < < < < < < <
White 25 64 89 11 38 42 81 19 24 55 79 21
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 29 29 59 41 8 46 54 46 16 26 42 58
Students without Disabilities 23 64 87 13 32 58 89 11 19 66 84 16
Economically Disadvantaged 10 40 50 50 20 40 60 40 15 23 38 62
Not Economically Disadvantaged 28 57 85 15 27 59 85 15 18 61 79 21
English Learners 13 56 69 31 < < < < - 50 50 50
Military Connected < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 60 85 15 26 58 84 16 14 67 80 20
Female 35 65 100 0 30 48 79 21 15 75 90 10
Male 18 57 75 25 22 67 89 11 13 61 74 26
Asian 31 69 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 8 50 58 42 - 64 64 36 < < < <
White 24 62 86 14 38 57 95 5 19 65 85 15
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 16 42 58 42 14 59 73 27 8 54 62 38
Students without Disabilities 29 66 95 5 32 57 89 11 16 71 87 13
Economically Disadvantaged 13 53 67 33 - 54 54 46 < < < <
Not Economically Disadvantaged 28 62 90 10 32 59 91 9 14 69 83 17
English Learners 7 64 71 29 - 30 30 70 < < < <
Military Connected < < < < < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 49 80 20 31 48 79 21 29 51 80 20
Female 50 41 91 9 37 50 87 13 41 34 75 25
Male 19 54 73 27 27 46 73 27 18 67 85 15
Asian < < < < 15 69 85 15 < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < < < < 15 54 69 31
White 38 45 83 17 36 50 86 14 41 49 89 11
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 11 42 53 47 12 29 41 59 14 48 62 38
Students without Disabilities 40 53 93 8 37 54 91 9 36 52 89 11
Economically Disadvantaged 7 47 53 47 - 43 43 57 17 42 58 42
Not Economically Disadvantaged 39 50 89 11 39 49 88 12 32 53 85 15
English Learners 15 46 62 38 < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 51 91 9 21 66 87 13 29 61 90 10
Female 41 52 93 7 36 56 92 8 27 67 94 6
Male 40 51 91 9 11 72 83 17 31 56 87 13
Asian 33 67 100 0 < < 100 0 23 69 92 8
Black < < < < < < < < < < < <
Hispanic 30 60 90 10 - 75 75 25 18 73 91 9
White 48 50 98 3 30 63 93 7 30 62 92 8
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 24 47 71 29 8 38 46 54 13 50 63 38
Students without Disabilities 45 53 98 2 25 73 98 2 34 64 98 2
Economically Disadvantaged - 70 70 30 9 64 73 27 - 58 58 42
Not Economically Disadvantaged 47 48 95 5 24 66 90 10 35 62 97 3
English Learners 23 69 92 8 < < < < < < < <
Military Connected < < < < < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 54 85 15 26 57 83 17 28 61 88 12
Female 25 68 92 8 26 59 85 15 21 69 90 10
Male 36 44 80 20 25 56 81 19 33 54 87 13
Asian 39 59 98 2 32 65 97 3 25 72 97 3
Black 10 33 43 57 10 43 52 48 18 32 50 50
Hispanic 20 48 68 33 12 57 69 31 21 65 85 15
White 34 59 93 7 30 57 87 13 29 64 92 8
Two or more races 41 45 86 14 28 64 92 8 50 44 94 6
Students with Disabilities 17 39 56 44 11 42 52 48 17 51 68 32
Students without Disabilities 37 60 96 4 31 63 94 6 32 65 96 4
Economically Disadvantaged 10 60 70 30 12 47 59 41 11 52 63 37
Not Economically Disadvantaged 36 53 89 11 29 60 89 11 32 63 94 6
English Learners 20 61 80 20 4 50 54 46 8 65 73 27
Military Connected 29 64 93 7 31 69 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 55 84 16 27 57 84 16 31 49 80 20
Female 19 65 85 15 38 48 86 14 17 70 87 13
Male 38 45 83 17 20 63 83 17 43 32 75 25
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 20 50 70 30 < < < < < < < <
White 32 61 93 7 31 58 88 12 34 52 86 14
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 25 31 56 44 15 38 54 46 26 32 58 42
Students without Disabilities 31 64 95 5 32 63 95 5 34 59 94 6
Economically Disadvantaged 10 50 60 40 10 50 60 40 23 31 54 46
Not Economically Disadvantaged 33 56 89 11 32 59 90 10 34 55 89 11
English Learners 25 50 75 25 < < < < 10 90 100 0
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 54 89 11 41 43 84 16 33 57 90 10
Female 23 77 100 0 36 42 79 21 30 65 95 5
Male 44 37 81 19 44 44 89 11 35 52 87 13
Asian 54 46 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 18 55 73 27 21 36 57 43 < < 100 0
White 32 59 92 8 49 41 89 11 38 58 96 4
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 17 39 56 44 18 50 68 32 15 54 69 31
Students without Disabilities 41 59 100 0 51 40 91 9 39 58 97 3
Economically Disadvantaged 14 64 79 21 31 31 62 38 < < < <
Not Economically Disadvantaged 40 52 92 8 43 46 89 11 38 57 95 5
English Learners 15 69 85 15 - 50 50 50 < < < <
Military Connected < < < < < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 60 67 33 10 60 71 29 7 73 80 20
Female 8 77 85 15 13 75 88 13 5 65 70 30
Male 7 52 59 41 8 46 54 46 10 81 90 10
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < 10 60 70 30
White 20 60 80 20 13 58 71 29 5 81 86 14
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 6 33 39 61 7 27 33 67 12 59 71 29
Students without Disabilities 8 79 88 13 12 76 88 12 4 83 88 13
Economically Disadvantaged - 71 71 29 - 50 50 50 < < < <
Not Economically Disadvantaged 11 54 64 36 15 65 79 21 9 78 88 13
English Learners - 73 73 27 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 63 90 10 16 67 84 16 17 76 93 7
Female 24 69 93 7 14 71 86 14 18 79 97 3
Male 28 59 87 13 18 65 83 18 15 73 88 12
Asian 36 64 100 0 33 67 100 0 20 80 100 0
Black < < < < < < < < < < < <
Hispanic < < < < 8 58 67 33 17 75 92 8
White 25 73 98 3 13 75 88 13 15 80 95 5
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 13 56 69 31 - 47 47 53 6 67 72 28
Students without Disabilities 31 65 96 4 22 74 96 4 21 79 100 0
Economically Disadvantaged 9 55 64 36 < < < < 7 67 73 27
Not Economically Disadvantaged 30 65 95 5 19 69 88 12 20 79 98 2
English Learners 31 56 88 13 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 90 10 100 0 32 68 100 0 72 28 100 0
Female < < 100 0 27 73 100 0 < < 100 0
Male 92 8 100 0 36 64 100 0 72 28 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 86 14 100 0 39 61 100 0 77 23 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 89 11 100 0 32 68 100 0 70 30 100 0
Not Economically Disadvantaged 89 11 100 0 32 68 100 0 72 28 100 0
Military Connected < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 64 75 25 18 61 79 21 20 63 83 17
Female 9 73 82 18 13 80 93 7 19 66 84 16
Male 11 59 70 30 22 46 68 32 21 61 82 18
Asian < < < < 31 46 77 23 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < 15 54 69 31
White 21 59 79 21 11 75 86 14 24 70 95 5
Two or more races < < < < < < < < < < < <
Students with Disabilities - 42 42 58 12 29 41 59 19 52 71 29
Students without Disabilities 15 75 90 10 20 70 91 9 20 68 89 11
Economically Disadvantaged - 60 60 40 - 29 29 71 8 50 58 42
Not Economically Disadvantaged 14 66 80 20 23 68 91 9 23 66 89 11
English Learners 8 54 62 38 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 64 75 25 18 61 79 21 20 63 83 17
Female 9 73 82 18 13 80 93 7 19 66 84 16
Male 11 59 70 30 22 46 68 32 21 61 82 18
Asian < < < < 31 46 77 23 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < 15 54 69 31
White 21 59 79 21 11 75 86 14 24 70 95 5
Two or more races < < < < < < < < < < < <
Students with Disabilities - 42 42 58 12 29 41 59 19 52 71 29
Students without Disabilities 15 75 90 10 20 70 91 9 20 68 89 11
Economically Disadvantaged - 60 60 40 - 29 29 71 8 50 58 42
Not Economically Disadvantaged 14 66 80 20 23 68 91 9 23 66 89 11
English Learners 8 54 62 38 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 49 90 10 33 59 91 9 31 58 90 10
Female 35 61 97 3 37 56 93 7 37 53 89 11
Male 45 40 85 15 29 61 90 10 28 62 90 10
Asian 46 54 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 41 46 86 14 34 66 100 0 38 54 92 8
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 6 56 63 38 13 75 88 13 8 58 67 33
Students without Disabilities 51 47 98 2 40 52 93 7 39 58 97 3
Economically Disadvantaged 8 67 75 25 < < < < < < < <
Not Economically Disadvantaged 47 46 93 7 35 57 92 8 37 56 93 7
English Learners 40 60 100 0 < < < <
Military Connected < < < < < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 48 90 10 35 56 91 9 32 57 89 11
Female 37 60 97 3 37 56 93 7 37 53 89 11
Male 46 38 85 15 32 57 89 11 29 61 89 11
Asian 50 50 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 41 46 86 14 34 66 100 0 40 52 92 8
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 7 50 57 43 15 69 85 15 9 55 64 36
Students without Disabilities 51 47 98 2 40 52 93 7 39 58 97 3
Economically Disadvantaged 10 60 70 30 < < < < < < < <
Not Economically Disadvantaged 47 46 93 7 38 54 92 8 37 56 93 7
English Learners 40 60 100 0 < < < <
Military Connected < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten1-1
Kindergarten434545
Grade 1594452
Grade 2576246
Grade 3555052
Grade 4746347
Grade 5627066
Grade 6726373
Total Students423397382

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students423397382
Female179179169
Male244218213
American Indian1-1
Asian677368
Black373232
Hispanic696260
White213197193
Two or more races363328
Students with Disabilities10392103
Students without Disabilities320305279
Economically Disadvantaged647773
Not Economically Disadvantaged359320309
English Learners10810092
Not English Learners315297290
Homeless6-1
Military Connected293439
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division10,360.003,137.00611.00
State5,761.004,621.00875.00
2013-2014Division10,388.003,139.00606.00
State5,807.004,651.00784.00
2014-2015Division10,413.003,227.00579.00
State5,933.004,819.00771.00
2015-2016Division10,526.003,267.00606.00
State6,084.004,849.00812.00
2016-2017Division10,883.003,364.00649.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students400253861735527
Female172817551639
Male228172111219218
American Indian<<--<<
Asian704721662
Black334313285
Hispanic597584536
White2058192918212
Two or more races322330261
Students with Disabilities961290139012
Economically Disadvantaged77870116313
English Learners9811938829
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 21
Other Offenses Against Persons <
Offenses Against Staff <
Offenses Against Student 75

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.2--
Asian15.818.4
Black8.735.78.126.3
Hispanic16.314.315.626.3
Native Hawaiian----
White50.442.949.642.1
Two or more races8.57.18.35.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.2
Asian15.818.4
Black8.78.1
Hispanic16.315.6
Native Hawaiian
White50.449.6
Two or more races8.58.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.2--
Asian15.818.4
Black8.78.1
Hispanic16.315.6
Native Hawaiian----
White50.449.6
Two or more races8.58.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 19.21918.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 52.258.137.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 86.988.279.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

Teachers Not Fully 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 - - - 13.3% - 2.2%
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%

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

This table reports the percentages of teachers 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

  2016-20172017-2018
Provisional Special Education7%11%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201723%70%4%3%
2017-201831%65%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2018 ESSA Status: Not Identified for Support and Improvement
2018 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackTSTS-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-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 Students83%83%73%75%
Asian86%91%87%75%
Black52%50%60%75%
Hispanic71%70%63%75%
White89%89%81%75%
Economically Disadvantaged56%57%62%75%
English Learners73%73%53%75%
Students with Disabilities55%56%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 Students84%84%74%70%
Asian97%97%89%70%
Black52%47%60%70%
Hispanic71%69%64%70%
White88%89%81%70%
Economically Disadvantaged59%63%63%70%
English Learners78%77%57%70%
Students with Disabilities54%54%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 Students78%
Asian71%
Black<
Hispanic<
White86%
Economically Disadvantaged29%
English Learners62%
Students with Disabilities41%

< = 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 Students85%86%
Asian89%97%
Black57%52%
Hispanic79%78%
White90%89%
Economically Disadvantaged67%65%
English Learners81%82%
Students with Disabilities62%62%

< = 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 Students4%5%9%10%
Asian1%4%5%10%
Black9%8%9%10%
Hispanic6%8%9%10%
White4%4%9%10%
Economically Disadvantaged14%10%13%10%
English Learners8%8%8%10%
Students with Disabilities13%10%14%10%

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

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 Progress69%46%58%
English Learner Proficiency15%--

< = 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 Progress294269%
English Learner Proficiency95915%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian97%97%100%
Black100%100%<
Hispanic100%100%<
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities98%98%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male99%99%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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 29%
Division 21%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

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