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Providence Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-648-3520
Address: 4968 Providence Rd Virginia Beach, VA 23464
Principal: Mr. Michael A. Taylor
Superintendent: Dr. Aaron C. Spence
School Number: 692
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

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 61 82 18 25 59 84 16 24 60 84 16
Female 25 57 82 18 30 55 85 15 24 61 85 15
Male 18 64 82 18 22 62 84 16 24 60 83 17
Asian 18 77 95 5 43 43 87 13 22 61 83 17
Black 10 59 70 30 10 64 75 25 13 52 66 34
Hispanic 19 58 77 23 28 52 79 21 19 65 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 26 60 87 13 30 62 92 8 30 62 92 8
Two or more races 26 59 85 15 22 48 70 30 20 67 87 13
Students with Disabilities 14 40 55 45 16 37 53 47 18 33 51 49
Students without Disabilities 23 64 87 13 27 62 89 11 25 65 89 11
Economically Disadvantaged 11 63 74 26 14 63 77 23 16 62 78 22
Not Economically Disadvantaged 28 59 87 13 33 56 89 11 28 59 87 13
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 32 51 83 17 31 59 90 10
Foster Care < < < <
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 14 69 84 16 25 58 83 17 25 53 78 22
Female 18 62 79 21 23 54 77 23 28 55 83 17
Male 12 75 86 14 26 62 88 12 22 51 73 27
Asian < < 100 0 < < 100 0 < < < <
Black 9 65 74 26 5 74 79 21 16 44 60 40
Hispanic - 82 82 18 42 33 75 25 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 20 67 87 13 27 62 89 11 34 55 89 11
Two or more races < < < < 20 50 70 30 20 70 90 10
Students with Disabilities 18 45 64 36 < < < < 9 45 55 45
Students without Disabilities 14 72 86 14 23 63 86 14 27 55 82 18
Economically Disadvantaged 7 69 76 24 16 59 75 25 13 60 73 27
Not Economically Disadvantaged 17 70 87 13 30 58 88 12 31 50 81 19
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected 29 52 81 19 39 56 94 6
Foster Care < < < <
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 19 59 78 22 24 63 88 12 23 63 86 14
Female 24 57 80 20 32 57 89 11 18 70 88 13
Male 14 62 76 24 20 67 87 13 28 57 85 15
Asian 30 60 90 10 < < < < < < 100 0
Black 12 56 68 32 10 71 81 19 14 48 62 38
Hispanic < < < < < < < < 30 60 90 10
White 23 60 83 17 33 61 94 6 26 68 94 6
Two or more races < < < < < < < < 18 73 91 9
Students with Disabilities - 50 50 50 14 50 64 36 23 15 38 62
Students without Disabilities 22 61 83 17 26 65 92 8 23 70 94 6
Economically Disadvantaged 10 65 75 25 9 71 79 21 24 59 82 18
Not Economically Disadvantaged 25 56 80 20 33 59 92 8 23 65 88 12
Homeless < < < < < < < < < < 100 0
Military Connected 39 52 91 9 27 64 91 9
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 32 53 85 15 27 55 82 18 23 64 87 13
Female 34 52 86 14 33 55 88 12 25 58 83 17
Male 31 53 84 16 22 55 76 24 21 67 89 11
Asian < < 100 0 55 27 82 18 20 80 100 0
Black 10 57 67 33 15 52 67 33 10 67 76 24
Hispanic 45 36 82 18 < < < < < < < <
White 36 53 89 11 30 62 92 8 31 60 92 8
Two or more races 40 60 100 0 < < < < < < < <
Students with Disabilities 24 29 53 47 6 38 44 56 20 40 60 40
Students without Disabilities 34 58 92 8 31 58 89 11 23 68 91 9
Economically Disadvantaged 14 57 71 29 16 60 77 23 10 68 77 23
Not Economically Disadvantaged 43 50 93 7 35 51 86 14 29 62 91 9
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 26 47 74 26 29 57 86 14
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 27 60 87 13 37 53 90 10 32 62 93 7
Female 28 57 85 15 36 54 90 10 30 63 93 7
Male 27 61 88 12 37 53 90 10 33 60 93 7
Asian 52 43 96 4 57 35 91 9 28 67 94 6
Black 12 65 77 23 22 57 79 21 15 69 84 16
Hispanic 16 65 81 19 31 59 90 10 28 64 92 8
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 31 59 90 10 44 50 94 6 42 55 97 3
Two or more races 37 56 93 7 17 74 91 9 23 73 97 3
Students with Disabilities 17 45 62 38 24 39 63 37 13 51 64 36
Students without Disabilities 29 62 91 9 39 55 94 6 35 63 98 2
Economically Disadvantaged 12 68 80 20 21 64 85 15 15 76 90 10
Not Economically Disadvantaged 36 55 90 10 46 47 93 7 40 55 95 5
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 37 52 89 11 36 61 97 3
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 20 66 86 14 31 56 88 12 35 61 96 4
Female 24 58 82 18 23 62 85 15 34 64 98 2
Male 17 71 88 12 38 52 90 10 36 57 93 7
Asian < < 100 0 < < 100 0 < < < <
Black 14 55 68 32 21 53 74 26 20 68 88 12
Hispanic - 82 82 18 33 58 92 8 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 22 67 89 11 38 56 93 7 46 54 100 0
Two or more races < < 100 0 10 70 80 20 20 80 100 0
Students with Disabilities 18 36 55 45 < < < < 9 73 82 18
Students without Disabilities 20 70 90 10 31 60 91 9 38 59 97 3
Economically Disadvantaged 4 71 75 25 16 66 81 19 10 87 97 3
Not Economically Disadvantaged 26 64 90 10 40 51 91 9 47 47 95 5
English Learners < < 100 0 < < < <
Homeless < < 100 0
Military Connected 29 57 86 14 56 44 100 0
Foster Care < < 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 27 58 85 15 46 48 94 6 37 55 91 9
Female 29 54 83 17 49 46 95 5 30 60 90 10
Male 24 63 88 12 44 49 93 7 42 51 92 8
Asian 55 36 91 9 < < 100 0 < < 100 0
Black 12 72 84 16 33 52 86 14 14 57 71 29
Hispanic < < < < < < 100 0 < < 100 0
White 30 60 89 11 53 41 94 6 48 50 98 2
Two or more races < < < < < < 100 0 27 64 91 9
Students with Disabilities 7 64 71 29 29 43 71 29 23 23 46 54
Students without Disabilities 30 57 87 13 49 49 98 2 39 60 99 1
Economically Disadvantaged 18 65 83 18 29 62 91 9 18 70 88 12
Not Economically Disadvantaged 33 54 87 13 55 41 95 5 47 47 93 7
Homeless < < < < < < 100 0 < < 100 0
Military Connected 48 48 96 4 27 68 95 5
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 35 54 89 11 32 56 88 12 24 69 93 7
Female 30 61 91 9 37 53 90 10 25 67 92 8
Male 40 48 88 12 27 59 86 14 23 70 93 7
Asian < < 100 0 45 36 82 18 30 70 100 0
Black 9 68 77 23 15 63 78 22 10 81 90 10
Hispanic 27 64 91 9 < < < < < < < <
White 40 51 91 9 42 54 96 4 31 63 94 6
Two or more races 50 50 100 0 < < 100 0 < < 100 0
Students with Disabilities 24 35 59 41 13 50 63 38 7 60 67 33
Students without Disabilities 38 58 96 4 36 57 93 7 27 71 98 2
Economically Disadvantaged 11 69 81 19 19 65 84 16 16 71 87 13
Not Economically Disadvantaged 50 45 95 5 42 49 91 9 27 68 95 5
Homeless < < < < < < < < < < 100 0
Military Connected 32 53 84 16 29 67 95 5
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 30 52 82 18 17 66 83 17 26 57 82 18
Female 30 50 80 20 16 71 88 12 19 56 75 25
Male 30 54 84 16 18 61 78 22 30 57 87 13
Asian < < 100 0 27 55 82 18 30 70 100 0
Black 9 50 59 41 11 63 74 26 5 57 62 38
Hispanic 45 36 82 18 < < < < < < < <
White 30 62 91 9 18 74 92 8 29 58 88 13
Two or more races 50 30 80 20 < < < < < < < <
Students with Disabilities 18 35 53 47 - 50 50 50 7 40 47 53
Students without Disabilities 32 56 88 12 20 69 89 11 29 60 89 11
Economically Disadvantaged 11 50 61 39 9 65 74 26 16 58 74 26
Not Economically Disadvantaged 41 53 95 5 23 67 89 11 30 56 86 14
Homeless < < < < < < 100 0 < < < <
Military Connected 21 58 79 21 33 38 71 29
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 52 82 18 17 66 83 17 26 57 82 18
Female 30 50 80 20 16 71 88 12 19 56 75 25
Male 30 54 84 16 18 61 78 22 30 57 87 13
Asian < < 100 0 27 55 82 18 30 70 100 0
Black 9 50 59 41 11 63 74 26 5 57 62 38
Hispanic 45 36 82 18 < < < < < < < <
White 30 62 91 9 18 74 92 8 29 58 88 13
Two or more races 50 30 80 20 < < < < < < < <
Students with Disabilities 18 35 53 47 - 50 50 50 7 40 47 53
Students without Disabilities 32 56 88 12 20 69 89 11 29 60 89 11
Economically Disadvantaged 11 50 61 39 9 65 74 26 16 58 74 26
Not Economically Disadvantaged 41 53 95 5 23 67 89 11 30 56 86 14
Homeless < < < < < < 100 0 < < < <
Military Connected 21 58 79 21 33 38 71 29
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 44 85 15 32 53 85 15 34 48 82 18
Female 45 39 84 16 31 56 88 13 31 44 75 25
Male 37 49 86 14 33 49 82 18 37 50 87 13
Asian < < 100 0 70 20 90 10 60 40 100 0
Black 19 43 62 38 15 63 78 22 25 45 70 30
Hispanic 45 36 82 18 < < < < < < < <
White 43 51 94 6 36 54 90 10 38 50 88 13
Two or more races 60 30 90 10 < < < < < < < <
Students with Disabilities 24 24 47 53 13 44 56 44 20 33 53 47
Students without Disabilities 45 49 93 7 36 54 90 10 37 51 88 12
Economically Disadvantaged 26 43 69 31 19 62 81 19 32 45 77 23
Not Economically Disadvantaged 50 45 95 5 42 46 88 12 35 49 85 15
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 37 42 79 21 30 50 80 20
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 39 46 84 16 32 53 85 15 34 48 82 18
Female 41 41 83 17 31 56 88 13 29 46 74 26
Male 37 49 86 14 33 49 82 18 37 50 87 13
Asian < < 100 0 70 20 90 10 60 40 100 0
Black 15 45 60 40 15 63 78 22 25 45 70 30
Hispanic 45 36 82 18 < < < < < < < <
White 41 52 93 7 36 54 90 10 38 50 88 13
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 29 36 64 13 44 56 44 14 36 50 50
Students without Disabilities 45 49 93 7 36 54 90 10 37 51 88 12
Economically Disadvantaged 26 43 69 31 19 62 81 19 32 45 77 23
Not Economically Disadvantaged 47 47 95 5 42 46 88 12 34 50 84 16
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 37 42 79 21 30 50 80 20
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
School1-1
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 2017-20182018-20192019-2020
Pre-kindergarten182123
Kindergarten7072100
Grade 1918981
Grade 2949696
Grade 3929297
Grade 41009287
Grade 510499100
Total Students569561584

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students569561584
Female255252281
Male314309303
Asian423728
Black131129134
Hispanic596376
Native Hawaiian443
White269264276
Two or more races646366
Students with Disabilities585466
Students without Disabilities511507518
Economically Disadvantaged220206215
Not Economically Disadvantaged349355369
English Learners13717
Not English Learners556554567
Homeless24-
Military Connected134133136
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division5,450.004,886.00849.00
State6,084.004,849.00812.00
2016-2017Division5,563.005,049.00895.00
State6,248.005,052.00871.00
2017-2018Division5,848.005,299.00876.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students514355272150831
Female24820237922810
Male266152901228021
American Indian----<<
Asian370400361
Black1201212451183
Hispanic584581549
Native Hawaiian<<<<<<
White238132441223815
Two or more races585582573
Students with Disabilities566573534
Economically Disadvantaged171231891319112
English Learners130140101
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 51
Other Offenses Against Persons 23
All Other Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----0.2
Asian6.78.37.48.36.6
Black2441.72366.72339.1
Hispanic11.68.310.411.24.3
Native Hawaiian0.70.70.7
White45.333.347.32547.143.5
Two or more races11.78.311.211.213
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.2
Asian6.77.46.6
Black242323
Hispanic11.610.411.2
Native Hawaiian0.70.70.7
White45.347.347.1
Two or more races11.711.211.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian----0.2
Asian6.77.46.6
Black242323
Hispanic11.610.411.2
Native Hawaiian0.70.70.7
White45.347.347.1
Two or more races11.711.211.2
< = 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 30.738.135.5
< = 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 51.855.458.8
< = 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 77.171.676.3
< = 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

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School0%0%
Division5.5%1.5%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201746%51%3%0%
2017-201847%50%3%0%
2018-201941%54%2%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersTSTSTSYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students85%84%73%75%
Asian83%89%87%75%
Black70%71%60%75%
Hispanic85%80%63%75%
White92%90%81%75%
Economically Disadvantaged80%77%62%75%
English Learners<84%53%75%
Students with Disabilities56%55%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students95%90%74%70%
Asian94%94%89%70%
Black89%81%60%70%
Hispanic92%87%64%70%
White97%94%81%70%
Economically Disadvantaged93%86%63%70%
English Learners<86%57%70%
Students with Disabilities69%65%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students82%
Asian100%
Black62%
Hispanic<
White88%
Economically Disadvantaged74%
English Learners<
Students with Disabilities47%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students87%95%
Asian83%94%
Black70%90%
Hispanic88%92%
White95%98%
Economically Disadvantaged83%95%
English Learners<<
Students with Disabilities67%75%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students6%5%9%10%
Asian3%1%5%10%
Black2%5%9%10%
Hispanic14%8%9%10%
White6%5%9%10%
Economically Disadvantaged6%8%13%10%
English Learners9%3%8%10%
Students with Disabilities7%7%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency---

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency012-

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%<
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners<<<
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 19%
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 81%
Division 88%
State 81%
Providence Elementary to top