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Pembroke Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-648-3320
Address: 4622 Jericho Rd Virginia Beach, VA 23462-2225
Principal: Dr. Linda Hayes
Superintendent: Dr. Aaron C. Spence
School Number: 490
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
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 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 One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 55 86 14 23 57 81 19 30 54 84 16
Female 33 54 87 13 24 56 81 19 33 49 82 18
Male 29 56 85 15 23 58 81 19 27 59 85 15
Asian 33 67 100 0 24 71 94 6 33 57 90 10
Black 31 51 82 18 25 55 80 20 41 43 84 16
Hispanic 17 63 81 19 13 61 74 26 13 63 76 24
Native Hawaiian < < < < < < 100 0 < < 100 0
White 38 49 87 13 25 52 77 23 32 53 85 15
Two or more races 28 69 97 3 29 71 100 0 21 63 84 16
Students with Disabilities 33 38 71 29 21 34 55 45 37 35 72 28
Students without Disabilities 30 61 91 9 24 67 91 9 27 61 88 12
Economically Disadvantaged 21 65 86 14 20 57 77 23 24 57 81 19
Not Economically Disadvantaged 46 40 85 15 29 58 88 13 39 49 88 12
English Learners 16 58 74 26 < < < < 8 50 58 42
Military Connected 23 63 86 14 31 64 95 5
Foster Care < < 100 0
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 28 53 81 19 23 52 76 24 23 57 81 19
Female 36 44 79 21 18 56 74 26 29 51 80 20
Male 20 61 82 18 28 49 77 23 19 62 81 19
Asian < < 100 0 < < 100 0 < < < <
Black 36 64 100 0 38 38 77 23 14 57 71 29
Hispanic 15 55 70 30 < < < < 15 54 69 31
White 32 41 73 27 23 47 70 30 28 56 85 15
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 35 43 78 22 25 20 45 55 25 42 67 33
Students without Disabilities 25 57 82 18 23 63 85 15 23 60 83 17
Economically Disadvantaged 19 60 79 21 21 50 71 29 20 57 77 23
Not Economically Disadvantaged 42 42 84 16 27 57 83 17 27 58 85 15
English Learners < < < < < < < <
Military Connected 20 60 80 20 38 63 100 0
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 32 53 86 14 20 58 78 22 26 57 83 17
Female 32 49 80 20 26 49 74 26 20 59 80 20
Male 33 57 90 10 16 66 82 18 32 55 87 13
Asian < < 100 0 < < < < < < < <
Black 33 40 73 27 28 61 89 11 40 47 87 13
Hispanic 12 65 76 24 - 65 65 35 - 64 64 36
Native Hawaiian < < < < < < 100 0
White 38 55 93 8 25 50 75 25 29 57 86 14
Two or more races 38 62 100 0 < < 100 0 < < < <
Students with Disabilities 27 35 62 38 26 29 55 45 30 30 61 39
Students without Disabilities 34 61 95 5 17 75 92 8 24 68 92 8
Economically Disadvantaged 25 62 87 13 16 59 75 25 20 58 78 22
Not Economically Disadvantaged 42 42 84 16 30 56 85 15 37 56 93 7
English Learners < < < < < < < < < < < <
Military Connected 10 60 70 30 25 67 92 8
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 33 58 92 8 26 61 87 13 40 48 88 12
Female 31 67 98 2 28 63 91 9 51 36 87 13
Male 36 47 83 17 24 59 84 16 30 58 88 12
Asian < < 100 0 < < 100 0 30 70 100 0
Black 20 50 70 30 15 60 75 25 60 30 90 10
Hispanic 27 73 100 0 42 50 92 8 21 71 93 7
White 43 50 93 7 27 59 86 14 41 44 84 16
Two or more races 18 73 91 9 25 75 100 0 < < < <
Students with Disabilities 41 35 76 24 12 52 64 36 47 37 83 17
Students without Disabilities 31 64 96 4 31 64 96 4 37 54 90 10
Economically Disadvantaged 20 74 94 6 23 61 84 16 31 56 88 13
Not Economically Disadvantaged 53 35 88 12 31 62 92 8 53 35 88 12
English Learners < < 100 0 < < < < < < < <
Military Connected 33 67 100 0 27 64 91 9
Foster Care < < 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
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 41 45 86 14 39 47 86 14 39 56 95 5
Female 41 46 87 13 37 46 83 17 36 56 92 8
Male 41 45 85 15 41 48 89 11 42 55 98 2
Asian 69 31 100 0 74 26 100 0 67 33 100 0
Black 44 44 87 13 39 43 82 18 45 45 90 10
Hispanic 23 60 83 17 31 56 87 13 29 66 95 5
Native Hawaiian < < < < < < < < < < 100 0
White 44 42 86 14 39 50 89 11 36 58 95 5
Two or more races 47 43 90 10 33 46 79 21 32 68 100 0
Students with Disabilities 36 32 68 32 32 38 70 30 38 48 86 14
Students without Disabilities 42 50 92 8 42 51 93 7 39 59 98 2
Economically Disadvantaged 36 49 85 15 32 52 84 16 31 63 94 6
Not Economically Disadvantaged 49 39 87 13 51 39 90 10 52 44 96 4
English Learners 45 40 85 15 55 36 91 9 8 83 92 8
Military Connected 33 53 86 14 36 59 95 5
Foster Care < < 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 48 76 24 28 54 82 18 31 62 94 6
Female 36 41 77 23 28 51 79 21 31 54 86 14
Male 22 53 76 24 27 57 84 16 31 69 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 57 36 93 7 38 38 77 23 29 57 86 14
Hispanic 5 65 70 30 10 70 80 20 31 62 92 8
White 24 43 68 32 26 62 87 13 26 69 95 5
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 43 22 65 35 35 30 65 35 25 58 83 17
Students without Disabilities 23 57 80 20 25 62 87 13 32 63 95 5
Economically Disadvantaged 23 49 72 28 19 57 75 25 27 64 91 9
Not Economically Disadvantaged 39 45 84 16 43 50 93 7 36 61 97 3
English Learners < < < < < < < < < < < <
Military Connected 20 67 87 13 38 63 100 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 46 43 89 11 48 40 88 12 41 51 93 7
Female 33 53 86 14 45 43 88 13 32 57 89 11
Male 57 35 92 8 51 38 89 11 53 45 97 3
Asian < < 100 0 < < 100 0 < < 100 0
Black 40 40 80 20 56 33 89 11 47 40 87 13
Hispanic 33 50 83 17 29 59 88 12 9 82 91 9
Native Hawaiian < < < < < < 100 0
White 50 48 98 3 47 36 83 17 48 45 93 7
Two or more races 54 38 92 8 < < 100 0 < < 100 0
Students with Disabilities 31 38 69 31 42 35 77 23 35 43 78 22
Students without Disabilities 52 45 97 3 52 43 94 6 44 54 98 2
Economically Disadvantaged 37 54 91 9 38 48 86 14 31 62 93 7
Not Economically Disadvantaged 58 29 87 13 69 24 93 7 63 30 93 7
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 10 80 90 10 42 50 92 8
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 48 45 93 7 41 47 88 12 44 54 98 2
Female 53 43 96 4 37 46 83 17 44 56 100 0
Male 42 47 89 11 45 49 94 6 44 51 95 5
Asian < < 100 0 < < 100 0 70 30 100 0
Black 30 60 90 10 25 55 80 20 55 40 95 5
Hispanic 36 64 100 0 50 42 92 8 43 57 100 0
White 54 37 91 9 45 50 95 5 34 63 97 3
Two or more races 45 45 91 9 33 50 83 17 < < 100 0
Students with Disabilities 35 35 71 29 16 48 64 36 47 47 93 7
Students without Disabilities 52 47 98 2 50 47 97 3 42 58 100 0
Economically Disadvantaged 49 45 94 6 39 52 91 9 33 65 98 2
Not Economically Disadvantaged 47 44 91 9 44 41 85 15 59 38 97 3
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 56 28 83 17 27 64 91 9
Foster Care < < 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
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 38 51 89 11 16 69 85 15 38 51 89 11
Female 35 58 94 6 20 63 83 17 44 46 90 10
Male 42 42 83 17 12 76 88 12 33 56 88 12
Asian < < 100 0 < < 100 0 50 50 100 0
Black 30 50 80 20 15 50 65 35 35 55 90 10
Hispanic 57 43 100 0 8 75 83 17 43 36 79 21
White 38 51 89 11 23 73 95 5 38 56 94 6
Two or more races 9 73 82 18 - 92 92 8 < < < <
Students with Disabilities 47 24 71 29 4 48 52 48 30 50 80 20
Students without Disabilities 36 58 94 6 20 77 97 3 42 52 94 6
Economically Disadvantaged 36 54 90 10 11 73 84 16 35 52 88 13
Not Economically Disadvantaged 41 47 88 12 23 64 87 13 41 50 91 9
English Learners < < < < < < < < < < < <
Military Connected 28 56 83 17 27 64 91 9
Foster Care < < 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 38 51 89 11 16 69 85 15 38 51 89 11
Female 35 58 94 6 20 63 83 17 44 46 90 10
Male 42 42 83 17 12 76 88 12 33 56 88 12
Asian < < 100 0 < < 100 0 50 50 100 0
Black 30 50 80 20 15 50 65 35 35 55 90 10
Hispanic 57 43 100 0 8 75 83 17 43 36 79 21
White 38 51 89 11 23 73 95 5 38 56 94 6
Two or more races 9 73 82 18 - 92 92 8 < < < <
Students with Disabilities 47 24 71 29 4 48 52 48 30 50 80 20
Students without Disabilities 36 58 94 6 20 77 97 3 42 52 94 6
Economically Disadvantaged 36 54 90 10 11 73 84 16 35 52 88 13
Not Economically Disadvantaged 41 47 88 12 23 64 87 13 41 50 91 9
English Learners < < < < < < < < < < < <
Military Connected 28 56 83 17 27 64 91 9
Foster Care < < 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 58 37 95 5 40 48 88 12 58 34 92 8
Female 57 40 98 2 39 52 91 9 59 35 95 5
Male 58 33 92 8 42 44 85 15 57 33 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black 40 60 100 0 25 45 70 30 58 37 95 5
Hispanic 64 36 100 0 30 70 100 0 62 31 92 8
White 61 30 91 9 41 55 95 5 56 38 94 6
Two or more races 55 45 100 0 58 33 92 8 < < < <
Students with Disabilities 35 41 76 24 4 52 56 44 48 38 86 14
Students without Disabilities 64 36 100 0 54 46 100 0 64 32 96 4
Economically Disadvantaged 59 39 98 2 32 57 89 11 53 38 91 9
Not Economically Disadvantaged 56 35 91 9 51 36 87 13 66 28 94 6
Military Connected 53 35 88 12 55 36 91 9
Foster Care < < 100 0
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 59 38 97 3 44 51 95 5 55 38 92 8
Female 58 40 98 2 40 55 95 5 55 38 93 7
Male 61 36 96 4 49 46 95 5 54 37 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 31 56 88 13 46 46 92 8
Hispanic 69 31 100 0 < < 100 0 67 25 92 8
White 62 33 95 5 45 53 98 3 52 44 96 4
Two or more races 55 45 100 0 64 36 100 0 < < < <
Students with Disabilities < < < < - 71 71 29 21 57 79 21
Students without Disabilities 64 36 100 0 54 46 100 0 64 32 96 4
Economically Disadvantaged 60 38 98 2 37 61 98 2 49 41 90 10
Not Economically Disadvantaged 58 38 96 4 54 37 91 9 64 32 96 4
Military Connected 53 35 88 12 < < 100 0
Foster Care < < 100 0
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
Geography 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
< = 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
School43-
Division150113112
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-kindergarten163331
Kindergarten787977
Grade 1788787
Grade 2817880
Grade 3888079
Grade 4918686
Grade 5808988
Total Students512532528

< = 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 Students512532528
Female247244242
Male265288286
American Indian11-
Asian304339
Black81105103
Hispanic847275
Native Hawaiian232
White257255263
Two or more races575346
Students with Disabilities118131146
Students without Disabilities394401382
Economically Disadvantaged290314290
Not Economically Disadvantaged222218238
English Learners292025
Not English Learners483512503
Homeless1-1
Military Connected99396
< = 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
2012-2013Division5,237.004,591.001,004.00
State5,761.004,621.00875.00
2013-2014Division5,277.004,683.00865.00
State5,807.004,651.00784.00
2014-2015Division5,392.004,844.00914.00
State5,933.004,819.00771.00
2015-2016Division5,450.004,886.00849.00
State6,084.004,849.00812.00
2016-2017Division5,563.005,049.00895.00
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 Students438674564643157
Female210322212121121
Male228352352522036
American Indian<<<<--
Asian310353352
Black661186108216
Hispanic65185810599
Native Hawaiian<<<<<<
White225272261921128
Two or more races4910473422
Students with Disabilities763388258729
Economically Disadvantaged254542513425439
English Learners262233251
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 10
Other Offenses Against Persons 29
Weapons Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian5.98.1
Black15.814.719.7
Hispanic16.420.613.511.8
Native Hawaiian0.40.6
White50.261.847.988.2
Two or more races11.12.910
< = 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 Indian0.20.2
Asian5.98.1
Black15.819.7
Hispanic16.413.5
Native Hawaiian0.40.6
White50.247.9
Two or more races11.110
< = 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 Indian0.20.2
Asian5.98.1
Black15.819.7
Hispanic16.413.5
Native Hawaiian0.40.6
White50.247.9
Two or more races11.110
< = 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 54.555.652.9
< = 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 43.84338.7
< = 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 68.870.165.5
< = 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 - - - 8.5% - -
Division
All Schools - 0.1% 5.2% 4.6% 3.7% 2.5%
High Poverty - - 5.6% 10% 4% 3%
Low Poverty - 0.1% - 3.7% - 2.4%
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 Education8%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 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
2016-201733%62%2%3%
2017-201835%57%2%6%
< = 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-
BlackYesYes-No-
HispanicYesYes-No-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesTSTS-
Students with DisabilitiesYesYes-No-

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 Students82%83%73%75%
Asian94%97%87%75%
Black80%78%60%75%
Hispanic76%78%63%75%
White78%84%81%75%
Economically Disadvantaged77%80%62%75%
English Learners79%73%53%75%
Students with Disabilities57%65%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students87%86%74%70%
Asian100%97%89%70%
Black84%85%60%70%
Hispanic89%84%64%70%
White89%89%81%70%
Economically Disadvantaged86%86%63%70%
English Learners94%81%57%70%
Students with Disabilities71%71%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 Students87%
Asian<
Black68%
Hispanic83%
White98%
Economically Disadvantaged85%
English Learners<
Students with Disabilities54%

< = 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 Students84%89%
Asian94%100%
Black82%86%
Hispanic78%89%
White81%91%
Economically Disadvantaged79%87%
English Learners86%94%
Students with Disabilities64%75%

< = 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 Students9%11%9%10%
Asian8%4%5%10%
Black10%11%9%10%
Hispanic15%19%9%10%
White8%8%9%10%
Economically Disadvantaged12%13%13%10%
English Learners12%10%8%10%
Students with Disabilities22%25%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 Progress85%46%58%
English Learner Proficiency35%--

< = 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 Progress111385%
English Learner Proficiency72035%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%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).

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 34%
Division 26%
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 92%
Division 88%
State 81%
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