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Stratford Landing Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-619-3600
Address: 8484 Riverside Rd Alexandria, VA 22308
Principal: Kevin Morris
Superintendent: Dr. Michelle C. Reid
School Number: 1350
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.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

Early Learning

ACCREDITATION

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

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 23 61 84 16 25 61 86 14 31 60 92 8
Female 22 64 86 14 26 62 88 12 33 59 92 8
Male 24 58 82 18 23 61 85 15 29 62 91 9
Asian 12 76 88 12 28 68 96 4 36 50 86 14
Black 9 50 59 41 6 56 63 37 22 55 77 23
Hispanic 9 73 82 18 18 71 88 12 20 73 92 8
White 30 61 90 10 30 61 91 9 36 61 97 3
Multiple Races 36 59 95 5 34 55 89 11 33 55 88 13
Students with Disabilities 5 40 45 55 2 47 49 51 18 45 63 37
Students without Disabilities 26 64 90 10 28 63 92 8 33 63 96 4
Economically Disadvantaged 8 57 65 35 8 63 72 28 18 60 78 22
Not Economically Disadvantaged 28 62 91 9 31 61 91 9 36 60 96 4
English Learners - 50 50 50 - 68 68 32 16 53 68 32
Homeless < < < < < < < < < < 100 0
Military Connected 20 68 88 12 28 63 91 9 31 66 97 3
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 13 62 75 25 21 57 78 22 26 63 89 11
Female 8 73 81 19 23 56 79 21 28 65 93 7
Male 19 51 70 30 19 57 77 23 25 62 86 14
Asian < < < < < < < < < < < <
Black 4 50 54 46 7 43 50 50 33 56 89 11
Hispanic 17 58 75 25 10 70 80 20 7 73 80 20
White 18 63 81 19 25 58 84 16 33 63 96 4
Multiple Races 9 82 91 9 < < < < 14 64 79 21
Students with Disabilities 6 33 39 61 - 53 53 47 28 33 61 39
Students without Disabilities 15 66 81 19 25 57 83 17 26 68 94 6
Economically Disadvantaged 6 50 56 44 - 52 52 48 21 50 71 29
Not Economically Disadvantaged 16 66 82 18 28 58 86 14 27 67 95 5
English Learners - 67 67 33 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 16 59 75 25 15 65 80 20 29 68 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 34 58 92 8 20 62 82 18 37 57 94 6
Female 36 52 89 11 22 60 82 18 46 46 92 8
Male 33 62 95 5 18 64 82 18 30 66 96 4
Asian 33 67 100 0 < < 100 0 < < < <
Black 13 67 80 20 7 48 56 44 29 50 79 21
Hispanic < < < < 31 54 85 15 36 64 100 0
White 38 59 97 3 22 67 89 11 39 59 98 2
Multiple Races < < 100 0 17 67 83 17 < < 100 0
Students with Disabilities < < < < - 30 30 70 14 64 79 21
Students without Disabilities 36 57 94 6 23 68 91 9 41 56 97 3
Economically Disadvantaged 12 64 76 24 11 54 66 34 21 58 79 21
Not Economically Disadvantaged 41 56 98 3 23 65 88 12 41 57 99 1
English Learners < < < < < < < < < < 100 0
Military Connected 21 79 100 0 14 71 86 14 43 57 100 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 17 72 89 11 31 61 93 7 21 67 88 12
Female 13 78 92 8 33 60 94 6 25 63 88 12
Male 21 66 87 13 30 62 92 8 18 70 88 12
Asian < < < < 40 60 100 0 < < 100 0
Black 16 47 63 37 6 76 82 18 12 54 65 35
Hispanic - 92 92 8 18 73 91 9 8 83 92 8
White 23 72 94 6 37 58 95 5 29 67 96 4
Multiple Races 18 82 100 0 < < < < 15 69 85 15
Students with Disabilities - 53 53 47 < < < < 5 45 50 50
Students without Disabilities 20 75 94 6 33 62 95 5 25 71 96 4
Economically Disadvantaged 6 65 71 29 11 71 82 18 5 70 76 24
Not Economically Disadvantaged 21 75 96 4 39 58 96 4 28 66 93 7
English Learners < < < < < < < < < < < <
Military Connected 20 77 97 3 45 55 100 0 25 68 93 7
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 31 50 80 20 27 64 91 9 44 52 96 4
Female 38 46 85 15 27 68 95 5 40 56 96 4
Male 24 53 76 24 27 61 88 13 47 49 97 3
Asian < < < < < < 100 0 64 36 100 0
Black 8 42 50 50 5 60 65 35 19 63 81 19
Hispanic 9 73 82 18 12 82 94 6 31 69 100 0
White 46 46 91 9 36 60 96 4 44 54 98 2
Multiple Races 50 40 90 10 45 55 100 0 < < 100 0
Students with Disabilities 6 22 28 72 - 60 60 40 < < < <
Students without Disabilities 35 55 90 10 31 65 95 5 44 54 98 2
Economically Disadvantaged 9 52 61 39 8 72 81 19 30 59 89 11
Not Economically Disadvantaged 40 49 88 12 34 61 96 4 49 50 99 1
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0
Military Connected 26 63 89 11 43 57 100 0 29 71 100 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

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 21 56 77 23 19 59 78 22 26 61 87 13
Female 15 60 75 25 13 62 75 25 23 63 86 14
Male 27 52 78 22 24 57 81 19 29 59 88 12
Asian 24 55 79 21 12 80 92 8 27 59 86 14
Black 12 42 53 47 10 38 49 51 20 47 67 33
Hispanic 18 62 80 20 8 73 80 20 20 61 80 20
White 24 60 83 17 23 61 84 16 30 64 95 5
Multiple Races 28 56 85 15 24 61 84 16 18 65 83 18
Students with Disabilities 5 28 33 67 8 25 34 66 11 43 54 46
Students without Disabilities 24 60 83 17 20 64 85 15 29 64 92 8
Economically Disadvantaged 11 47 59 41 8 51 59 41 15 51 66 34
Not Economically Disadvantaged 25 59 83 17 23 62 85 15 30 64 94 6
English Learners - 38 38 63 - 60 60 40 10 40 50 50
Homeless < < < < < < < < < < 100 0
Military Connected 17 60 77 23 17 66 83 17 20 74 94 6
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 13 54 68 32 28 41 69 31 29 61 91 9
Female 8 58 66 34 23 44 67 33 30 65 94 6
Male 19 51 70 30 32 38 70 30 29 58 88 12
Asian < < < < < < < < < < 100 0
Black 12 31 42 58 14 29 43 57 44 39 83 17
Hispanic 8 50 58 42 10 70 80 20 13 67 80 20
White 17 64 81 19 33 40 73 27 34 64 99 1
Multiple Races 9 45 55 45 < < < < 7 64 71 29
Students with Disabilities 6 11 17 83 20 20 40 60 17 50 67 33
Students without Disabilities 15 61 76 24 29 45 75 25 32 63 95 5
Economically Disadvantaged 9 35 44 56 10 33 43 57 21 50 71 29
Not Economically Disadvantaged 15 61 76 24 33 43 77 23 32 65 97 3
English Learners - 42 42 58 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 13 56 69 31 10 60 70 30 26 74 100 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 50 30 81 19 24 58 82 18 42 45 87 13
Female 41 32 73 27 15 63 78 22 40 50 90 10
Male 57 30 87 13 31 54 85 15 43 41 84 16
Asian 67 25 92 8 < < 100 0 < < < <
Black 20 47 67 33 19 42 62 38 27 20 47 53
Hispanic < < < < 8 69 77 23 45 55 100 0
White 52 31 84 16 29 61 89 11 44 51 95 5
Multiple Races < < 100 0 25 50 75 25 < < 100 0
Students with Disabilities < < < < 5 20 25 75 7 53 60 40
Students without Disabilities 53 29 82 18 27 65 92 8 49 43 92 8
Economically Disadvantaged 24 36 60 40 15 50 65 35 25 30 55 45
Not Economically Disadvantaged 59 29 88 13 27 61 88 12 46 49 96 4
English Learners < < < < < < < < < < < <
Military Connected 57 29 86 14 25 61 86 14 23 68 91 9
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 - 45 45 55 - 21 21 79 2 56 58 42
Female - 47 47 53 - 14 14 86 - 57 57 43
Male - 43 43 57 - 30 30 70 4 56 59 41
Black < < < < < < < < - 23 23 77
Hispanic < < 100 0 < < < < < < < <
White - 48 48 52 - 40 40 60 4 78 83 17
Multiple Races < < < < < < < <
Students with Disabilities - 14 14 86 < < < < - 18 18 82
Students without Disabilities - 62 62 38 - 26 26 74 3 77 81 19
Economically Disadvantaged - 36 36 64 - 8 8 92 - 35 35 65
Not Economically Disadvantaged - 50 50 50 - 36 36 64 3 68 71 29
English Learners < < < < < < < < < < < <
Military Connected - 58 58 42 < < < < 8 77 85 15
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 9 73 82 18 11 70 81 19 14 73 86 14
Female 4 79 82 18 10 66 76 24 6 74 79 21
Male 15 68 82 18 11 74 85 15 22 72 94 6
Asian < < < < 27 73 100 0 < < < <
Black 4 48 52 48 - 42 42 58 5 76 81 19
Hispanic - 92 92 8 9 82 91 9 - 64 64 36
White 15 76 92 8 13 73 86 14 18 75 93 7
Multiple Races 8 92 100 0 - 90 90 10 < < 100 0
Students with Disabilities - 38 38 62 6 39 44 56 20 50 70 30
Students without Disabilities 10 77 88 12 12 76 88 13 13 75 88 12
Economically Disadvantaged 3 62 65 35 - 66 66 34 6 63 69 31
Not Economically Disadvantaged 12 78 90 10 14 72 86 14 17 77 94 6
English Learners < < < < < < < < < < < <
Military Connected 12 73 85 15 6 78 83 17 17 72 89 11
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 24 72 96 4 18 75 93 7 34 65 99 1
Female 22 78 100 0 6 87 94 6 35 62 97 3
Male 26 66 92 8 31 62 93 7 33 67 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 10 60 70 30 < < 100 0
Hispanic < < 100 0 7 86 93 7 30 70 100 0
White 20 75 95 5 24 73 96 4 38 60 98 2
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 26 72 99 1 18 75 93 7 34 65 99 1
Economically Disadvantaged 31 69 100 0 9 77 86 14 27 73 100 0
Not Economically Disadvantaged 23 73 95 5 21 75 96 4 35 63 99 1
English Learners < < 100 0
Homeless < < 100 0
Military Connected 9 82 91 9 25 70 95 5 18 82 100 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
Algebra I 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 16 60 76 24 33 51 84 16 20 61 81 19
Female 13 63 77 23 23 54 77 23 17 63 80 20
Male 19 56 76 24 42 48 90 10 23 59 82 18
Asian < < < < 50 50 100 0 < < < <
Black 5 32 37 63 18 41 59 41 12 44 56 44
Hispanic - 85 85 15 27 45 73 27 25 50 75 25
White 21 62 83 17 35 55 90 10 23 68 92 8
Multiple Races 27 64 91 9 < < 100 0 8 69 77 23
Students with Disabilities - 20 20 80 < < < < 18 23 41 59
Students without Disabilities 19 65 84 16 34 53 87 13 20 69 89 11
Economically Disadvantaged 3 52 55 45 14 50 64 36 6 56 61 39
Not Economically Disadvantaged 21 63 84 16 40 51 91 9 26 63 89 11
English Learners < < < < < < < < < < < <
Military Connected 20 67 87 13 36 55 91 9 25 64 89 11
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 16 60 76 24 33 51 84 16 20 61 81 19
Female 13 63 77 23 23 54 77 23 17 63 80 20
Male 19 56 76 24 42 48 90 10 23 59 82 18
Asian < < < < 50 50 100 0 < < < <
Black 5 32 37 63 18 41 59 41 12 44 56 44
Hispanic - 85 85 15 27 45 73 27 25 50 75 25
White 21 62 83 17 35 55 90 10 23 68 92 8
Multiple Races 27 64 91 9 < < 100 0 8 69 77 23
Students with Disabilities - 20 20 80 < < < < 18 23 41 59
Students without Disabilities 19 65 84 16 34 53 87 13 20 69 89 11
Economically Disadvantaged 3 52 55 45 14 50 64 36 6 56 61 39
Not Economically Disadvantaged 21 63 84 16 40 51 91 9 26 63 89 11
English Learners < < < < < < < < < < < <
Military Connected 20 67 87 13 36 55 91 9 25 64 89 11
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

2022-20232023-20242024-2025
School---
Division1,2231,6021,077
State4,4606,3614,559
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
2022-20232023-20242024-2025
Pre-kindergarten495146
Kindergarten686757
Grade 1806768
Grade 2648064
Grade 313090118
Grade 410413391
Grade 5125109127
Grade 6110126109
Total Enrollment730723680

< = 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 2022-20232023-20242024-2025
All Students730723680
Female334337306
Male396386374
American Indian2--
Asian454239
Black122130134
Hispanic788783
Native Hawaiian11-
White426398368
Multiple Races566556
Students with Disabilities102123128
Students without Disabilities628600552
Economically Disadvantaged212222203
Not Economically Disadvantaged518501477
English Learners706149
Not English Learners660662631
Homeless62-
Military Connected150139146
< = 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 Students607766056759050
Female283352892927419
Male324413163831631
American Indian<<----
Asian349343323
Black912290239722
Hispanic521062116111
Native Hawaiian<<<<--
White379283612534711
Multiple Races505584533
Students with Disabilities731277168617
Economically Disadvantaged132461384113733
English Learners6211548446
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 Progress11
Behaviors related to School Operations15
Relationship Behaviors without Physical Harm55
Behaviors of a Safety Concern129
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others16

< = 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
  2022-20232023-2024
In-School Suspension 67 21
Out-of-School Suspension 55 19
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 0 1
Bus Suspension 21 1

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 24.226.526.3
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 23.33541.6
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 66.970.366.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
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
2022-202327%69%0%4%
2023-202426%70%0%4%
2024-202527%67%0%6%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - CPYes-Yes-
AsianTSTS-Yes-
BlackNoNo-No-
HispanicYes - CPYes-No-
WhiteYes - CPYes-Yes-
Multiple RacesYes - No CPYes-Yes-
Economically DisadvantagedYes - CPNo-No-
English LearnersYes - CPYesTSNo-
Students with DisabilitiesNoNo-No-

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 Students86%84%79%88%
Asian96%90%91%88%
Black63%61%68%88%
Hispanic88%85%68%88%
White91%90%85%88%
Multiple Races89%92%83%88%
Economically Disadvantaged72%66%68%88%
English Learners85%74%60%88%
Students with Disabilities49%49%57%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%77%74%85%
Asian92%84%90%85%
Black49%51%61%85%
Hispanic80%79%63%85%
White84%84%81%85%
Multiple Races84%83%77%85%
Economically Disadvantaged59%55%62%85%
English Learners74%65%58%85%
Students with Disabilities34%37%54%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 GroupCurrent Rate
All Students84%
Asian100%
Black59%
Hispanic73%
White90%
Multiple Races<
Economically Disadvantaged64%
English Learners64%
Students with Disabilities<

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%11%12%10%
Asian8%15%10%10%
Black20%20%12%10%
Hispanic15%16%12%10%
White6%7%12%10%
Multiple Races6%8%12%10%
Economically Disadvantaged23%24%13%10%
English Learners13%14%12%10%
Students with Disabilities17%16%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress62%54%58%
English Learner Proficiency26%--

< = 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 Progress162662%
English Learner Proficiency83126%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian100%-100%-100%-
Black100%-99%1%100%-
Hispanic100%-100%-100%-
White100%-100%-100%-
Multiple Races100%-100%-<<
Economically Disadvantaged100%-99%1%100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-98%2%100%-
Students with Disabilities100%-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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students90%85%
Asian100%95%
Black72%65%
Hispanic90%85%
White95%90%
Multiple Races93%87%
Economically Disadvantaged80%73%
English Learners86%76%
Students with Disabilities61%57%

< = 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.

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
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