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Rocky Run Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-286-1956
Address: 95 Reservoir Rd Fredericksburg, VA 22406
Principal: Mr. Nicholas R. Roman
Superintendent: Dr. Scott R. Kizner
Region: 3
Division: Stafford County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

Math

Math Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 79 56 21 22 76 55 24 13 81 68 19
Female 23 80 57 20 19 68 49 32 13 82 69 18
Male 23 79 56 21 25 86 62 14 12 80 67 20
American Indian < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < < < <
Black 11 68 57 32 9 53 44 47 5 61 57 39
Hispanic - 57 57 43 32 84 52 16 10 90 80 10
White 31 90 58 10 23 84 61 16 19 91 72 9
Two or more races 27 87 60 13 21 79 57 21 16 79 63 21
Students with Disabilities 5 50 45 50 - 46 46 54 10 57 48 43
Students without Disabilities 26 84 58 16 24 79 56 21 13 84 71 16
Economically Disadvantaged 3 64 62 36 29 77 48 23 10 70 61 30
Not Economically Disadvantaged 31 85 54 15 19 76 56 24 15 88 74 12
English Learners < < < < 31 75 44 25 - 79 79 21
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 79 56 21 22 76 55 24 13 81 68 19
Female 23 80 57 20 19 68 49 32 13 82 69 18
Male 23 79 56 21 25 86 62 14 12 80 67 20
American Indian < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < < < <
Black 11 68 57 32 9 53 44 47 5 61 57 39
Hispanic - 57 57 43 32 84 52 16 10 90 80 10
White 31 90 58 10 23 84 61 16 19 91 72 9
Two or more races 27 87 60 13 21 79 57 21 16 79 63 21
Students with Disabilities 5 50 45 50 - 46 46 54 10 57 48 43
Students without Disabilities 26 84 58 16 24 79 56 21 13 84 71 16
Economically Disadvantaged 3 64 62 36 29 77 48 23 10 70 61 30
Not Economically Disadvantaged 31 85 54 15 19 76 56 24 15 88 74 12
English Learners < < < < 31 75 44 25 - 79 79 21
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division453832
School1012
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten392947
Kindergarten114150131
Grade 1146137156
Grade 2145149141
Grade 3148150154
Grade 4165155155
Grade 5148164150
Total Students905934934
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students905934934
Female455477500
Male450457434
Asian303950
Black228235228
Hispanic157172174
Native Hawaiian123
White408396387
Two or more races818891
Students with Disabilities7892104
Students without Disabilities827842830
Economically Disadvantaged381398403
Not Economically Disadvantaged524536531
English Learners8289105
Not English Learners823845829
Homeless192415
Military Connected606120
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
69.7 70.2 69.9

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,193.005,071.00582.00
2015-20164,452.005,110.00568.00
2016-20174,692.005,235.00607.00

Statewide Per-Pupil Spending

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

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

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

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

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

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students787528305087458
Female387284112444335
Male400244192643123
American Indian<<<<
Asian212312461
Black2071020692118
Hispanic130131421316110
Native Hawaiian<<<<<<
White359223752236633
Two or more races683763875
Students with Disabilities817837959
Economically Disadvantaged309413263737332
English Learners7659151202
Homeless224309249
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 52
Other Offenses Against Persons 31
All Other Offenses <
Offenses Against Staff <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.214
Asian3.3414.176
Black25.397025.16175.61
Hispanic17.483518.4157.32
Native Hawaiian0.1110.214
White45.4342542.3984.88
Two or more races9.029.42212.2
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.214
Asian3.3414.176
Black25.3925.161
Hispanic17.48318.415
Native Hawaiian0.1110.214
White45.43442.398
Two or more races9.029.422
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.214
Asian3.3414.176
Black25.3925.161
Hispanic17.48318.415
Native Hawaiian0.1110.214
White45.43442.398
Two or more races9.029.422
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 36.837.7434.23
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 61.4657.8162.93
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 80.480.9485.37
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - - 6.5% - 13% -
Division
All Schools 2.7% 2.2% 11.3% 8% 15.4% 8.5%
High Poverty - - - - - -
Low Poverty - 2.2% - 7.6% - 9.1%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201649%47%2%2%
2016-201745%51%2%2%
2017-201848%48%4%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

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

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

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.
ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students78%77%73%75%
Asian<70%87%75%
Black72%65%60%75%
Hispanic70%78%63%75%
White85%85%81%75%
Economically Disadvantaged66%64%62%75%
English Learners53%62%53%75%
Students with Disabilities61%55%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students79%78%74%70%
Asian33%63%89%70%
Black69%65%60%70%
Hispanic83%83%64%70%
White86%85%81%70%
Economically Disadvantaged70%68%63%70%
English Learners63%73%57%70%
Students with Disabilities64%59%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 Students80%
Asian<
Black63%
Hispanic87%
White90%
Economically Disadvantaged68%
English Learners68%
Students with Disabilities57%

< = 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 Students80%80%
Asian<33%
Black75%70%
Hispanic74%84%
White85%86%
Economically Disadvantaged69%70%
English Learners59%65%
Students with Disabilities66%64%

< = 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 Students6%6%9%10%
Asian2%5%5%10%
Black4%4%9%10%
Hispanic6%8%9%10%
White8%7%9%10%
Economically Disadvantaged8%10%13%10%
English Learners2%4%8%10%
Students with Disabilities9%9%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress66%46%58%
English Learner Proficiency10%--
< = 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 Progress426466%
English Learner Proficiency1010110%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian<100%<
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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