Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Stafford Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-658-6340
Address: 1349 Courthouse Rd Stafford, VA 22554
Principal: Ms. Stefanie D. Sanders
Superintendent: Dr. Scott R. Kizner
School Number: 111
Region: 3
Division: Stafford County Public Schools
Division Number: 89
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
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 Three Level Two
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 53 80 20 21 57 78 22 20 59 80 20
Female 22 60 82 18 23 56 79 21 17 67 84 16
Male 29 49 78 22 19 58 78 22 23 53 76 24
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 14 50 64 36 5 64 68 32 13 47 60 40
Hispanic 17 50 67 33 7 63 70 30 9 65 74 26
White 32 54 86 14 32 52 84 16 26 60 85 15
Two or more races 23 62 85 15 < < < < 15 77 92 8
Students with Disabilities 17 42 58 42 12 29 41 59 9 43 52 48
Students without Disabilities 28 54 82 18 22 61 84 16 22 62 85 15
Economically Disadvantaged 9 55 64 36 5 65 70 30 5 65 70 30
Not Economically Disadvantaged 33 53 85 15 28 54 82 18 25 58 83 17
English Learners 36 27 64 36 < < 100 0 < < < <
Military Connected 24 41 65 35 15 69 85 15
Foster Care < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 53 80 20 21 57 78 22 20 59 80 20
Female 22 60 82 18 23 56 79 21 17 67 84 16
Male 29 49 78 22 19 58 78 22 23 53 76 24
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 14 50 64 36 5 64 68 32 13 47 60 40
Hispanic 17 50 67 33 7 63 70 30 9 65 74 26
White 32 54 86 14 32 52 84 16 26 60 85 15
Two or more races 23 62 85 15 < < < < 15 77 92 8
Students with Disabilities 17 42 58 42 12 29 41 59 9 43 52 48
Students without Disabilities 28 54 82 18 22 61 84 16 22 62 85 15
Economically Disadvantaged 9 55 64 36 5 65 70 30 5 65 70 30
Not Economically Disadvantaged 33 53 85 15 28 54 82 18 25 58 83 17
English Learners 36 27 64 36 < < 100 0 < < < <
Military Connected 24 41 65 35 15 69 85 15
Foster Care < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 50 92 8 33 49 82 18 27 53 80 20
Female 44 46 91 9 29 60 89 11 26 54 81 19
Male 41 53 93 7 38 38 76 24 28 52 80 20
Asian < < 100 0 < < 100 0 < < < <
Black 24 59 82 18 30 43 74 26 33 48 81 19
Hispanic 41 53 94 6 24 59 82 18 20 55 75 25
White 43 49 93 7 35 49 84 16 31 53 84 16
Two or more races < < 100 0 27 55 82 18 10 70 80 20
Students with Disabilities 15 46 62 38 11 47 58 42 6 44 50 50
Students without Disabilities 46 50 96 4 37 49 86 14 31 54 85 15
Economically Disadvantaged 31 59 90 10 36 43 79 21 20 51 71 29
Not Economically Disadvantaged 46 46 93 7 33 50 83 17 30 53 84 16
English Learners < < 100 0 < < 100 0 < < < <
Military Connected 41 56 96 4 < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 50 92 8 33 49 82 18 27 53 80 20
Female 44 46 91 9 27 61 89 11 26 54 81 19
Male 41 53 93 7 38 38 76 24 28 52 80 20
Asian < < 100 0 < < 100 0 < < < <
Black 24 59 82 18 30 43 74 26 33 48 81 19
Hispanic 41 53 94 6 24 59 82 18 20 55 75 25
White 43 49 93 7 34 49 84 16 31 53 84 16
Two or more races < < 100 0 27 55 82 18 10 70 80 20
Students with Disabilities 15 46 62 38 6 50 56 44 6 44 50 50
Students without Disabilities 46 50 96 4 37 49 86 14 31 54 85 15
Economically Disadvantaged 31 59 90 10 33 44 78 22 20 51 71 29
Not Economically Disadvantaged 46 46 93 7 33 50 83 17 30 53 84 16
English Learners < < 100 0 < < 100 0 < < < <
Military Connected 41 56 96 4 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School-1-
Division383228
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten1515-
Kindergarten92112105
Grade 1118106124
Grade 2125124103
Grade 3113141124
Grade 4127126138
Grade 5129146126
Total Students719770720

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students719770720
Female338355331
Male381415389
American Indian342
Asian262524
Black104136141
Hispanic127148143
White369370334
Two or more races908776
Students with Disabilities7690100
Students without Disabilities643680620
Economically Disadvantaged191207166
Not Economically Disadvantaged528563554
English Learners535365
Not English Learners666717655
Homeless31-
Military Connected1256461
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division4,444.005,119.00568.00
State6,084.004,849.00812.00
2016-2017Division4,683.005,244.00607.00
State6,248.005,052.00871.00
2017-2018Division4,212.005,400.00632.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students651646725269774
Female300293212432629
Male351353512837145
American Indian<<<<<<
Asian231241232
Black944105412610
Hispanic11181221012512
Native Hawaiian<<----
White347423393034042
Two or more races729777798
Students with Disabilities691677199221
Economically Disadvantaged161291682618636
English Learners515547602
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 57
Other Offenses Against Persons <
Property Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.40.56.3
Asian3.43.68.33.3
Black14.12514.516.717.831.3
Hispanic16.917.78.319.3
Native Hawaiian0.3----
White55.37551.358.348.350
Two or more races11.712.58.311.412.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.40.5
Asian3.43.63.3
Black14.114.517.8
Hispanic16.917.719.3
Native Hawaiian0.3
White55.351.348.3
Two or more races11.712.511.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.40.5
Asian3.43.63.3
Black14.114.517.8
Hispanic16.917.719.3
Native Hawaiian0.3----
White55.351.348.3
Two or more races11.712.511.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 21.522.524.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 46.545.637.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 77.176.971.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School4.5%0%
Division9.6%1.3%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201744%56%0%0%
2017-201846%54%0%0%
2018-201949%51%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSTS-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesNoYes-Yes-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%78%73%75%
Asian80%86%87%75%
Black71%69%60%75%
Hispanic71%71%63%75%
White86%84%81%75%
Economically Disadvantaged63%66%62%75%
English Learners54%61%53%75%
Students with Disabilities41%42%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students84%82%74%70%
Asian93%90%89%70%
Black71%69%60%70%
Hispanic85%76%64%70%
White89%87%81%70%
Economically Disadvantaged71%70%63%70%
English Learners70%63%57%70%
Students with Disabilities56%48%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students80%
Asian<
Black60%
Hispanic74%
White85%
Economically Disadvantaged70%
English Learners45%
Students with Disabilities52%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students81%86%
Asian80%93%
Black75%73%
Hispanic75%88%
White87%91%
Economically Disadvantaged69%75%
English Learners62%76%
Students with Disabilities52%61%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%9%9%10%
Asian8%5%5%10%
Black7%5%9%10%
Hispanic9%8%9%10%
White11%10%9%10%
Economically Disadvantaged16%15%13%10%
English Learners3%8%8%10%
Students with Disabilities19%19%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress51%46%58%
English Learner Proficiency9%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress193751%
English Learner Proficiency4449%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 18%
Division 20%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School 86%
Division 83%
State 81%
Stafford Elementary to top