Sangster Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-644-8200
Address: 7420 Reservation Dr Springfield, VA 22153
Principal: Allison Jankovich
Superintendent: Dr. Michelle C. Reid
School Number: 2030
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

School Environment

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation

No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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.

English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	43	53	97	3	43	55	97	3	42	56	98	2
Female	45	51	97	3	44	55	98	2	43	54	97	3
Male	42	55	97	3	42	55	96	4	41	57	98	2
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	46	51	97	3	45	52	97	3	46	53	99	1
Black	34	61	95	5	36	59	95	5	32	63	95	5
Hispanic	37	59	96	4	39	59	98	2	32	62	94	6
White	45	51	96	4	42	55	97	3	43	55	98	2
Multiple Races	45	55	100	0	49	51	100	0	48	52	100	0
Students with Disabilities	20	71	90	10	24	67	91	9	26	65	90	10
Students without Disabilities	47	51	98	2	46	53	98	2	44	54	99	1
Economically Disadvantaged	28	64	92	8	31	69	100	0	32	58	90	10
Not Economically Disadvantaged	44	53	97	3	43	54	97	3	43	56	98	2
English Learners	-	79	79	21	20	60	80	20	<	<	<	<
Military Connected	39	58	97	3	37	61	98	2	41	57	99	1
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	42	51	94	6	42	56	98	2	36	62	97	3
Female	46	48	94	6	47	53	100	0	37	58	96	4
Male	38	56	94	6	36	60	96	4	34	64	99	1
Asian	40	56	96	4	46	50	96	4	32	68	100	0
Black	29	57	86	14	30	70	100	0	19	75	94	6
Hispanic	<	<	100	0	36	64	100	0	31	69	100	0
White	46	46	93	7	43	55	98	2	36	61	97	3
Multiple Races	31	69	100	0	40	60	100	0	60	40	100	0
Students with Disabilities	16	64	80	20	28	69	97	3	30	60	90	10
Students without Disabilities	48	49	97	3	45	53	98	2	36	62	99	1
Economically Disadvantaged	<	<	<	<	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	43	51	94	6	41	57	98	2	37	61	98	2
English Learners	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	47	50	97	3	29	71	100	0	38	59	97	3
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	47	52	99	1	56	40	96	4	44	54	98	2
Female	46	51	97	3	57	41	98	2	48	51	99	1
Male	48	52	100	0	54	39	93	7	41	56	98	2
American Indian					<	<	100	0	<	<	100	0
Asian	48	48	96	4	68	29	96	4	71	29	100	0
Black	31	69	100	0	50	38	88	13	29	64	93	7
Hispanic	27	73	100	0	<	<	100	0	47	53	100	0
White	51	48	99	1	55	40	95	5	42	56	98	2
Multiple Races	<	<	100	0	53	47	100	0	35	65	100	0
Students with Disabilities	36	64	100	0	29	54	83	17	28	66	94	6
Students without Disabilities	48	50	99	1	61	37	98	2	48	51	99	1
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	48	51	99	1	57	38	95	5	45	54	99	1
English Learners	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	40	60	100	0	56	42	97	3	52	48	100	0
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	33	61	94	6	35	63	98	2	43	53	96	4
Female	29	67	96	4	33	64	97	3	44	52	97	3
Male	36	56	92	8	37	62	99	1	41	54	95	5
American Indian									<	<	100	0
Asian	39	57	96	4	24	72	97	3	50	47	97	3
Black	27	67	93	7	33	67	100	0	41	53	94	6
Hispanic	44	44	89	11	36	64	100	0	17	67	83	17
White	26	67	93	7	38	60	98	2	43	54	97	3
Multiple Races	44	56	100	0	<	<	100	0	50	50	100	0
Students with Disabilities	21	68	89	11	17	75	92	8	23	64	86	14
Students without Disabilities	34	60	95	5	37	62	99	1	46	51	97	3
Economically Disadvantaged	<	<	<	<	40	60	100	0	30	60	90	10
Not Economically Disadvantaged	34	61	94	6	35	63	98	2	44	53	96	4
English Learners	<	<	<	<					<	<	<	<
Military Connected	29	63	92	8	31	69	100	0	45	52	98	2
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	50	50	99	1	38	60	98	2	45	54	99	1
Female	60	40	100	0	35	64	99	1	43	56	99	1
Male	42	57	99	1	40	57	97	3	47	53	100	0
Asian	60	40	100	0	44	56	100	0	29	71	100	0
Black	45	55	100	0	28	67	94	6	38	63	100	0
Hispanic	20	80	100	0	41	53	94	6	31	62	92	8
White	52	47	99	1	34	65	99	1	51	49	100	0
Multiple Races	47	53	100	0	58	42	100	0	<	<	100	0
Students with Disabilities	13	83	96	4	17	75	92	8	<	<	<	<
Students without Disabilities	55	45	100	0	42	57	99	1	47	53	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	50	49	99	1	39	59	98	2	44	55	99	1
Military Connected	41	59	100	0	30	68	97	3	32	68	100	0
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
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.

English Writing Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2022-2023				2023-2024				2024-2025
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

select test

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.

Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	50	47	98	2	46	52	98	2	54	45	99	1
Female	42	55	97	3	39	59	98	2	44	55	98	2
Male	57	41	98	2	53	46	99	1	62	37	99	1
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	59	41	100	0	56	44	100	0	52	48	100	0
Black	31	65	95	5	39	58	97	3	41	56	97	3
Hispanic	39	59	98	2	37	59	96	4	43	53	96	4
White	52	45	97	3	43	55	98	2	55	44	99	1
Multiple Races	53	47	100	0	61	39	100	0	68	32	100	0
Students with Disabilities	34	57	91	9	26	64	90	10	34	60	94	6
Students without Disabilities	53	46	99	1	50	50	100	0	56	43	99	1
Economically Disadvantaged	36	56	92	8	38	58	96	4	42	52	94	6
Not Economically Disadvantaged	51	47	98	2	46	52	98	2	54	45	99	1
English Learners	14	64	79	21	20	70	90	10	<	<	<	<
Military Connected	46	52	98	2	42	57	99	1	52	48	100	0
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	48	49	97	3	55	44	99	1	55	45	100	0
Female	41	56	96	4	50	49	99	1	51	49	100	0
Male	58	40	98	2	60	39	99	1	59	41	100	0
Asian	48	52	100	0	58	42	100	0	53	47	100	0
Black	29	71	100	0	50	40	90	10	38	63	100	0
Hispanic	<	<	100	0	64	36	100	0	23	77	100	0
White	53	42	95	5	55	44	99	1	61	39	100	0
Multiple Races	56	44	100	0	55	45	100	0	73	27	100	0
Students with Disabilities	32	52	84	16	31	63	94	6	45	55	100	0
Students without Disabilities	52	48	100	0	61	39	100	0	57	43	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	49	48	97	3	55	43	99	1	56	44	100	0
English Learners	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	50	50	100	0	62	38	100	0	67	33	100	0
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	57	43	100	0	52	46	98	2	55	43	98	2
Female	49	51	100	0	45	52	98	2	43	55	98	3
Male	63	37	100	0	59	39	99	1	65	33	98	2
American Indian					<	<	100	0	<	<	100	0
Asian	64	36	100	0	57	43	100	0	58	42	100	0
Black	31	69	100	0	44	56	100	0	57	36	93	7
Hispanic	33	67	100	0	<	<	100	0	67	33	100	0
White	61	39	100	0	49	47	96	4	50	47	97	3
Multiple Races	<	<	100	0	76	24	100	0	60	40	100	0
Students with Disabilities	57	43	100	0	21	67	88	13	34	59	94	6
Students without Disabilities	57	43	100	0	57	43	100	0	59	39	99	1
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	<	<
Not Economically Disadvantaged	57	43	100	0	53	45	98	2	56	43	98	2
English Learners	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	43	57	100	0	50	50	100	0	64	36	100	0
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	64	88	12	8	88	97	3	29	67	96	4
Female	18	70	89	11	11	86	97	3	20	75	95	5
Male	31	56	88	13	4	91	96	4	40	57	97	3
American Indian									<	<	100	0
Asian	<	<	100	0	10	90	100	0	30	70	100	0
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	45	45	91	9	<	<	<	<	<	<	<	<
White	16	72	88	12	6	92	97	3	33	65	98	2
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	18	64	82	18	<	<	<	<	12	76	88	12
Students without Disabilities	25	65	89	11	10	90	100	0	34	64	98	2
Economically Disadvantaged	<	<	<	<	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	25	65	90	10	9	89	98	2	30	67	97	3
English Learners	<	<	<	<					<	<	100	0
Military Connected	38	54	92	8	5	95	100	0	32	68	100	0
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	47	52	99	1	36	62	98	2	43	56	99	1
Female	41	57	98	2	31	67	98	2	32	67	99	1
Male	51	48	99	1	42	57	99	1	56	44	100	0
American Indian									<	<	100	0
Asian	65	35	100	0	50	50	100	0	43	57	100	0
Black	31	69	100	0	35	59	94	6	17	83	100	0
Hispanic	45	55	100	0	19	75	94	6	40	50	90	10
White	46	51	97	3	34	65	99	1	44	56	100	0
Multiple Races	38	62	100	0	50	50	100	0	63	38	100	0
Students with Disabilities	17	79	96	4	14	76	90	10	36	55	91	9
Students without Disabilities	53	46	99	1	39	60	99	1	43	57	100	0
Economically Disadvantaged	<	<	100	0	50	50	100	0	<	<	100	0
Not Economically Disadvantaged	47	52	99	1	35	63	98	2	44	56	99	1
Military Connected	40	57	97	3	30	68	97	3	39	61	100	0
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	65	35	100	0	66	34	100	0	82	18	100	0
Female	59	41	100	0	53	47	100	0	82	18	100	0
Male	70	30	100	0	73	27	100	0	81	19	100	0
Asian	71	29	100	0	80	20	100	0	72	28	100	0
Black	43	57	100	0	45	55	100	0	80	20	100	0
Hispanic	<	<	100	0	60	40	100	0	<	<	100	0
White	69	31	100	0	65	35	100	0	84	16	100	0
Multiple Races	69	31	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	65	35	100	0	65	35	100	0	81	19	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	65	35	100	0	65	35	100	0	81	19	100	0
Military Connected	60	40	100	0	69	31	100	0	64	36	100	0
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	100	0	<	<	100	0
Male									<	<	100	0
White									<	<	100	0
Multiple Races					<	<	100	0	<	<	100	0
Students without Disabilities									<	<	100	0
Not Economically Disadvantaged					<	<	100	0	<	<	100	0
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Substitute Math Performance	2022-2023				2023-2024				2024-2025
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.

Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	37	55	93	7	42	55	97	3	52	44	96	4
Female	29	60	89	11	32	64	96	4	52	42	94	6
Male	45	51	96	4	51	47	98	2	51	46	98	3
American Indian									<	<	100	0
Asian	39	61	100	0	28	69	97	3	60	37	97	3
Black	27	53	80	20	60	33	93	7	41	53	94	6
Hispanic	22	67	89	11	43	50	93	7	33	58	92	8
White	40	53	93	7	43	55	98	2	53	43	96	4
Multiple Races	50	44	94	6	<	<	100	0	56	44	100	0
Students with Disabilities	32	53	84	16	25	50	75	25	18	64	82	18
Students without Disabilities	38	56	94	6	43	55	99	1	57	41	98	2
Economically Disadvantaged	<	<	100	0	60	30	90	10	40	40	80	20
Not Economically Disadvantaged	38	55	92	8	41	56	97	3	53	44	97	3
English Learners	<	<	<	<					<	<	100	0
Military Connected	39	55	95	5	40	60	100	0	60	38	98	2
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	37	55	93	7	42	55	97	3	52	44	96	4
Female	29	60	89	11	32	64	96	4	52	42	94	6
Male	45	51	96	4	51	47	98	2	51	46	98	3
American Indian									<	<	100	0
Asian	39	61	100	0	28	69	97	3	60	37	97	3
Black	27	53	80	20	60	33	93	7	41	53	94	6
Hispanic	22	67	89	11	43	50	93	7	33	58	92	8
White	40	53	93	7	43	55	98	2	53	43	96	4
Multiple Races	50	44	94	6	<	<	100	0	56	44	100	0
Students with Disabilities	32	53	84	16	25	50	75	25	18	64	82	18
Students without Disabilities	38	56	94	6	43	55	99	1	57	41	98	2
Economically Disadvantaged	<	<	100	0	60	30	90	10	40	40	80	20
Not Economically Disadvantaged	38	55	92	8	41	56	97	3	53	44	97	3
English Learners	<	<	<	<					<	<	100	0
Military Connected	39	55	95	5	40	60	100	0	60	38	98	2
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Earth Science Performance	2022-2023				2023-2024				2024-2025
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.

History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA Studies Performance	2022-2023				2023-2024				2024-2025
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

	2022-2023	2023-2024	2024-2025
School	-	-	-
Division	1,223	1,602	1,077
State	4,460	6,361	4,559
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
	2022-2023	2023-2024	2024-2025
Kindergarten	86	73	86
Grade 1	92	94	82
Grade 2	115	101	90
Grade 3	144	156	156
Grade 4	155	158	174
Grade 5	149	164	170
Grade 6	185	152	170
Pre-kindergarten	-	1	-
Total Enrollment	926	899	928

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

Fall Membership by Student Group

Fall Membership By Student Group:

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	2022-2023	2023-2024	2024-2025
All Students	926	899	928
Female	440	439	453
Male	485	460	475
American Indian	1	3	3
Asian	138	144	132
Black	75	78	86
Hispanic	71	79	78
White	558	511	541
Multiple Races	83	84	88
Students with Disabilities	93	107	116
Students without Disabilities	833	792	812
Economically Disadvantaged	30	43	42
Not Economically Disadvantaged	896	856	886
English Learners	53	56	57
Not English Learners	873	843	871
Homeless	2	1	1
Military Connected	231	189	186
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	865	66	839	49	881	48
Female	407	33	406	25	428	25
Male	457	33	433	24	453	23
American Indian	<	<	<	<	<	<
Asian	129	10	133	11	124	9
Black	72	5	72	5	83	4
Hispanic	70	6	74	3	71	6
White	516	39	479	26	516	26
Multiple Races	77	6	79	3	84	3
Students with Disabilities	108	12	114	9	113	5
Economically Disadvantaged	28	3	35	4	32	6
English Learners	49	6	51	4	54	5
Homeless	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures		School	Division	State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
	Federal
	State/Local
	Total
Division-Level Expenditures Per-Pupil
	Federal
	State/Local
	Total
Total Per-Pupil Expenditures
Expenditure Summary
	Excluded from Per-Pupil Formula
	Total Expenditures

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	19
Behaviors related to School Operations	6
Relationship Behaviors without Physical Harm	13
Behaviors of a Safety Concern	17
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	16

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	14	18	17
Out-of-School Suspension	9	11	3
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	0	2	3
Bus Suspension	3	1	0

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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	3.3	4	3.7
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	12.7	12	16.8
< = 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
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	51.2	56.6	64.9
< = 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 All Schools
	Poverty Level	Out-of-Field Teachers		Inexperienced Teachers		Out-of-Field and Inexperienced Teachers
		Percent	Number	Percent	Number	Percent	Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

< = 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: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	24%	76%	0%	0%
2023-2024	24%	73%	0%	3%
2024-2025	27%	69%	0%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

Student Group	English Reading Performance	Mathematics Performance	English Learner Progress	Federal Graduation Indicator
All Students	Yes - CP	Yes	-	-
Asian	Yes - CP	Yes	-	-
Black	Yes - CP	Yes	-	-
Hispanic	Yes - No CP	Yes	-	-
White	Yes - CP	Yes	-	-
Multiple Races	Yes - CP	Yes	-	-
Economically Disadvantaged	Yes - No CP	Yes	-	-
English Learners	Yes - No CP	Yes	TS	-
Students with Disabilities	Yes - No CP	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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	98%	81%	88%
Asian	99%	91%	88%
Black	95%	73%	88%
Hispanic	94%	73%	88%
White	98%	86%	88%
Multiple Races	100%	84%	88%
Economically Disadvantaged	90%	73%	88%
English Learners	93%	67%	88%
Students with Disabilities	90%	64%	88%

< = 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. 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: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	99%	76%	85%
Asian	100%	90%	85%
Black	97%	67%	85%
Hispanic	96%	68%	85%
White	99%	82%	85%
Multiple Races	100%	79%	85%
Economically Disadvantaged	94%	67%	85%
English Learners	95%	64%	85%
Students with Disabilities	94%	61%	85%

< = 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. 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. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. 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 Pass Rates: Science

Student Group	Current Rate
All Students	96%
Asian	97%
Black	94%
Hispanic	92%
White	96%
Multiple Races	100%
Economically Disadvantaged	80%
English Learners	91%
Students with Disabilities	82%

< = 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.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	73%	56%	58%
English Learner Proficiency	41%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	11	15	73%
English Learner Proficiency	11	27	41%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.6%	-	99.6%	-	98.8%	-
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	100%	-
Hispanic	100%	-	100%	-	100%	-
White	99.2%	-	99.2%	-	97.8%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	99.5%	-	99.5%	-	98.8%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	96.3%	-	96.3%	-	91.7%	-
Students without Disabilities	100%	-	100%	-	100%	-
Female	99.7%	-	99.7%	-	98.9%	-
Male	99.4%	-	99.4%	-	98.8%	-

< = 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).

Federal Designation

Schools Identified for Federal Support and Improvement 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

Early Learning

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 With Public Preschool Experience