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Springfield Estates Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-921-2300
Address: 6200 Charles Goff Dr Springfield, VA 22150
Principal: Ms. Mary Randolph
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax 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

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 One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

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 42 93 51 7 44 92 47 8 37 90 53 10
Female 48 94 46 6 48 93 45 8 41 90 49 10
Male 37 92 55 8 41 91 50 9 32 89 57 11
American Indian < 100 < 0 < < < < < 100 < 0
Asian 47 93 47 7 44 89 44 11 34 88 54 12
Black 41 96 55 4 42 95 53 5 31 91 60 9
Hispanic 27 85 58 15 26 83 57 17 23 79 56 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 52 97 46 3 54 97 43 3 50 97 47 3
Two or more races 41 92 51 8 65 98 33 2 43 94 51 6
Students with Disabilities 35 76 41 24 30 69 39 31 25 63 38 37
Economically Disadvantaged 23 82 58 18 22 79 57 21 19 78 59 22
English Learners 18 78 60 22 22 81 58 19 15 74 59 26
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 32 93 61 7 40 89 48 11 35 91 57 9
Female 38 93 55 7 40 92 51 8 41 91 51 9
Male 27 93 66 7 40 85 45 15 30 91 62 9
Asian 39 93 54 7 39 85 45 15 26 94 68 6
Black 19 90 71 10 31 86 55 14 28 94 66 6
Hispanic 25 90 65 10 29 79 50 21 37 77 40 23
White 40 98 58 2 53 98 45 2 40 95 55 5
Two or more races < < < < 50 100 50 0 42 100 58 0
Students with Disabilities 55 91 36 9 31 75 44 25 33 67 33 33
Economically Disadvantaged 25 83 58 17 29 74 45 26 21 85 64 15
English Learners 24 90 65 10 26 74 48 26 18 80 61 20
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 39 90 51 10 39 93 53 7 31 86 55 14
Female 41 92 51 8 40 91 51 9 35 92 57 8
Male 37 89 52 11 39 94 55 6 27 79 52 21
Asian 38 92 54 8 43 90 47 10 38 78 41 22
Black 29 93 64 7 43 96 54 4 24 91 67 9
Hispanic 25 82 57 18 27 89 62 11 16 68 53 32
White 56 94 38 6 39 96 57 4 43 98 55 2
Two or more races < < < < 77 92 15 8 33 100 67 0
Students with Disabilities 45 73 27 27 38 77 38 23 20 60 40 40
Economically Disadvantaged 21 76 55 24 19 81 63 19 9 65 56 35
English Learners 14 73 59 27 20 86 66 14 7 52 45 48
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 52 91 39 9 51 92 41 8 38 90 53 10
Female 59 92 33 8 55 94 39 6 44 86 43 14
Male 46 90 44 10 47 89 43 11 32 94 63 6
Asian 50 87 37 13 47 91 44 9 33 87 53 13
Black 56 100 44 0 68 100 32 0 25 84 59 16
Hispanic 34 76 41 24 17 77 60 23 22 88 67 12
White 57 98 41 2 67 96 30 4 57 98 41 2
Two or more races < 100 < 0 < 100 < 0 69 92 23 8
Students with Disabilities 27 67 40 33 25 58 33 42 < < < <
Economically Disadvantaged 26 80 54 20 22 78 56 22 18 78 59 22
English Learners 15 71 56 29 26 77 51 23 15 81 67 19
Grade 6 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 46 96 49 4 47 94 46 6 43 91 48 9
Female 54 98 44 2 57 94 36 6 47 92 45 8
Male 38 94 56 6 38 94 56 6 40 91 51 9
Asian 57 100 43 0 47 88 41 12 37 92 55 8
Black 57 100 43 0 30 100 70 0 54 96 42 4
Hispanic 24 88 63 12 29 85 56 15 18 79 61 21
White 53 98 45 2 57 98 42 2 60 98 38 2
Two or more races 42 92 50 8 85 100 15 0 < < < <
Students with Disabilities 24 76 53 24 23 62 38 38 15 62 46 38
Economically Disadvantaged 23 88 65 13 21 85 64 15 26 81 56 19
English Learners 17 72 56 28 18 84 66 16 18 78 60 22
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 44 96 52 4 42 95 53 5 40 94 54 6
Female 40 96 56 4 39 94 55 6 39 94 55 6
Male 48 96 48 4 44 96 52 4 41 94 53 6
American Indian < 100 < 0 < < < < < 100 < 0
Asian 53 96 43 4 47 98 50 2 45 93 48 7
Black 36 96 59 4 40 96 56 4 35 93 58 7
Hispanic 28 91 63 9 26 87 62 13 24 88 64 12
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 56 99 43 2 51 99 48 1 51 99 47 1
Two or more races 33 100 67 0 49 98 49 2 41 98 57 2
Students with Disabilities 37 83 46 17 33 81 48 19 25 79 55 21
Economically Disadvantaged 26 90 64 10 19 88 68 12 21 87 66 13
English Learners 26 88 62 12 24 89 65 11 17 86 69 14
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 55 96 41 4 45 95 49 5 44 94 51 6
Female 50 96 46 4 45 96 51 4 42 93 51 7
Male 60 96 37 4 45 93 48 7 45 96 51 4
Asian 64 96 32 4 52 94 42 6 50 92 42 8
Black 43 95 52 5 28 100 72 0 41 91 50 9
Hispanic 46 92 46 8 34 87 53 13 39 89 50 11
White 65 100 35 0 57 98 41 2 45 100 55 0
Two or more races < 100 < 0 57 100 43 0 42 100 58 0
Students with Disabilities 45 73 27 27 31 81 50 19 19 88 69 13
Economically Disadvantaged 37 87 50 13 21 87 66 13 35 92 57 8
English Learners 33 90 57 10 24 88 64 12 28 87 59 13
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 57 96 39 4 50 93 43 7 54 94 40 6
Female 52 96 44 4 47 88 41 13 55 95 40 5
Male 62 95 34 5 53 98 44 2 54 94 40 6
Asian 59 97 38 3 50 100 50 0 57 92 35 8
Black 71 93 21 7 50 89 39 11 42 97 55 3
Hispanic 32 93 61 7 30 86 55 14 32 87 55 13
White 67 96 29 4 69 98 29 2 76 98 22 2
Two or more races < 100 < 0 62 92 31 8 67 100 33 0
Students with Disabilities 45 91 45 9 38 77 38 23 27 73 47 27
Economically Disadvantaged 29 95 66 5 20 78 57 22 19 81 63 19
English Learners 35 89 54 11 23 86 63 14 12 81 69 19
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 20 82 61 18 19 81 62 19 11 71 60 29
Female 22 85 63 15 9 77 68 23 - 60 60 40
Male 18 77 59 23 30 85 55 15 20 80 60 20
Asian 21 79 57 21 40 100 60 0 < < < <
Black < < < < < < < < < < < <
Hispanic 16 74 58 26 9 73 64 27 12 76 64 24
White < 100 < 0 < < < < < < < <
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 9 55 45 45 < < < < < < < <
Economically Disadvantaged 12 73 62 27 17 87 70 13 7 67 59 33
English Learners 14 76 62 24 22 78 56 22 7 70 63 30
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 40 99 60 1 30 99 68 1 28 96 68 4
Female 45 98 53 2 25 100 75 0 26 99 73 1
Male 35 100 65 0 35 97 62 3 30 94 63 6
Asian 55 100 45 0 30 97 68 3 34 94 59 6
Black 38 100 62 0 41 100 59 0 24 97 72 3
Hispanic 14 97 83 3 19 96 78 4 15 93 78 7
White 55 100 45 0 34 100 66 0 40 100 60 0
Two or more races 36 100 64 0 < 100 < 0 23 100 77 0
Students with Disabilities 27 100 73 0 29 86 57 14 21 86 64 14
Economically Disadvantaged 19 97 77 3 20 98 78 3 12 96 84 4
English Learners 5 95 90 5 23 98 75 2 14 92 78 8
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 98 67 2 49 100 51 0 41 98 56 2
Female 21 99 77 1 50 100 50 0 42 98 56 2
Male 41 97 55 3 47 100 53 0 41 97 57 3
Asian 47 97 50 3 71 100 29 0 38 100 62 0
Black 11 100 89 0 38 100 62 0 40 95 55 5
Hispanic 13 94 81 6 25 100 75 0 15 92 77 8
White 36 98 62 2 49 100 51 0 51 98 47 2
Two or more races < 100 < 0 58 100 42 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 33 100 67 0 14 100 86 0 32 92 60 8
English Learners < 100 < 0 33 100 67 0 18 95 77 5
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 51 89 38 11 42 89 47 11 36 89 53 11
Female 47 89 42 11 40 89 49 11 36 86 51 14
Male 56 89 33 11 43 89 46 11 36 91 55 9
Asian 57 87 30 13 41 94 53 6 50 93 43 7
Black 28 100 72 0 47 95 47 5 28 84 56 16
Hispanic 31 69 38 31 13 69 56 31 18 80 63 20
White 67 98 31 2 59 96 37 4 53 96 43 4
Two or more races < < < < < < < < 31 92 62 8
Students with Disabilities 40 67 27 33 25 50 25 50 < < < <
Economically Disadvantaged 20 77 57 23 16 76 60 24 16 73 57 27
English Learners 21 65 44 35 16 71 55 29 13 75 63 25
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 51 89 38 11 42 89 47 11 36 89 53 11
Female 47 89 42 11 40 89 49 11 36 86 51 14
Male 56 89 33 11 43 89 46 11 36 91 55 9
Asian 57 87 30 13 41 94 53 6 50 93 43 7
Black 28 100 72 0 47 95 47 5 28 84 56 16
Hispanic 31 69 38 31 13 69 56 31 18 80 63 20
White 67 98 31 2 59 96 37 4 53 96 43 4
Two or more races < < < < < < < < 31 92 62 8
Students with Disabilities 40 67 27 33 25 50 25 50 < < < <
Economically Disadvantaged 20 77 57 23 16 76 60 24 16 73 57 27
English Learners 21 65 44 35 16 71 55 29 13 75 63 25
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 76 98 22 2 71 97 26 3 69 98 29 2
Female 72 99 26 1 68 96 28 4 71 99 28 1
Male 81 96 16 4 74 98 23 2 68 97 30 3
Asian 83 100 17 0 69 100 31 0 64 97 33 3
Black 79 100 21 0 59 96 37 4 56 97 41 3
Hispanic 52 95 43 5 55 94 38 6 52 96 44 4
White 87 98 11 2 90 98 8 2 88 100 13 0
Two or more races < < < < 85 100 15 0 80 100 20 0
Students with Disabilities < < < < 60 90 30 10 36 82 45 18
Economically Disadvantaged 41 97 55 3 49 90 41 10 30 93 63 7
English Learners 46 96 50 4 48 93 45 7 28 96 68 4
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 76 98 22 2 71 97 26 3 70 98 28 2
Female 72 99 26 1 68 96 28 4 71 99 28 1
Male 81 96 16 4 74 98 23 2 68 97 29 3
Asian 83 100 17 0 69 100 31 0 64 97 33 3
Black 79 100 21 0 59 96 37 4 58 97 39 3
Hispanic 52 95 43 5 55 94 38 6 52 96 44 4
White 87 98 11 2 90 98 8 2 88 100 13 0
Two or more races < < < < 85 100 15 0 80 100 20 0
Students with Disabilities < < < < 60 90 30 10 40 80 40 20
Economically Disadvantaged 41 97 55 3 49 90 41 10 31 92 62 8
English Learners 46 96 50 4 48 93 45 7 28 96 68 4
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
Division1,0321,256850
School353
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten171818
Kindergarten515361
Grade 1514952
Grade 2555058
Grade 3163167173
Grade 4140174182
Grade 5140146192
Grade 6169155167
Total Students786812903
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

2017 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 2015-20162016-20172017-2018
All Students786812903
Female398413442
Male388399461
American Indian133
Asian185177184
Black97113143
Hispanic226228253
Native Hawaiian311
White233239264
Two or more races415155
Students with Disabilities656276
Not Students with Disabilities721750827
Economically Disadvantaged191166289
Not Economically Disadvantaged595646614
English Learners238287295
Not English Learners548525608
Homeless579
Military Connected347384
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
67.8 68 68.8

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.

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
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00
2016-201710,901.003,346.00649.00

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.

 

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

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students7532760769205878834668703178
Female3641820386142439618424211217
Male38994038363439216244491961
American Indian0000000000000000
Asian179920184421168610173821
Black9510092121107311143510
Hispanic2018102239132261243240815
Native Hawaiian0000000000000000
White2316302265022361001257922
Two or more races43300401014830153110
Students with Disabilities73230691216821174811
Economically Disadvantaged2391410242123224315452731445
English Learners255114024392329016332941326
Homeless100001031084128113
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

2016-2017 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
All Other Offenses <
Property Offenses <
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
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.130.1270.369
Asian23.92722.2223.53712.521.798
Black12.87412.34112.513.91622.22
Hispanic26.52822.2228.7535028.07944.44
Native Hawaiian0.390.3820.123
White30.81922.2229.6442529.43333.33
Two or more races5.33233.335.2166.281
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
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.130.1270.369
Asian23.92723.53721.798
Black12.87412.34113.916
Hispanic26.52828.75328.079
Native Hawaiian0.390.3820.123
White30.81929.64429.433
Two or more races5.3325.2166.281
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
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.130.1270.369
Asian23.92723.53721.798
Black12.87412.34113.916
Hispanic26.52828.75328.079
Native Hawaiian0.390.3820.123
White30.81929.64429.433
Two or more races5.3325.2166.281
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 29.2229.0328.22
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 20.4419.8215.35
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 79.5683.2677.63
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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%2%
Provisional2%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
2015-201628%72%0%0%
2016-201725%75%0%0%
2017-201829%71%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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