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

Thomas Jefferson Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-967-0492
Address: 1782 Jefferson Hwy Louisa, VA 23093
Principal: William Caten Jr.
Superintendent: Mr. Doug Straley
Region: 5
Division: Louisa County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited

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 Two Level One
Economically Disadvantaged Level Two Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Three Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 77 59 23 16 72 56 28 18 71 53 29
Female 21 82 61 18 17 75 58 25 20 74 55 26
Male 16 72 57 28 15 67 52 33 16 66 50 34
Asian < 100 < 0 < < < < < 100 < 0
Black 15 57 43 43 12 54 42 46 12 56 44 44
Hispanic 8 77 69 23 10 80 70 20 19 81 62 19
White 20 82 62 18 18 74 55 26 21 73 52 27
Two or more races 17 74 57 26 15 78 63 22 11 70 59 30
Students with Disabilities 21 49 28 51 22 42 20 58 29 42 13 58
Economically Disadvantaged 10 67 57 33 10 62 52 38 11 57 46 43
English Learners < < < < - 69 69 31 12 94 82 6
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 82 61 18 9 64 55 36 16 66 50 34
Female 22 80 58 20 7 67 61 33 19 66 47 34
Male 19 83 64 17 12 58 45 42 14 66 52 34
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 50 38 50 - 38 38 62 5 53 47 47
Hispanic < 100 < 0 < < < < < < < <
White 25 87 62 13 9 69 59 31 18 71 53 29
Two or more races 17 83 67 17 < < < < 15 54 38 46
Students with Disabilities 33 67 33 33 19 38 19 63 18 41 24 59
Economically Disadvantaged 9 70 61 30 2 51 49 49 10 49 39 51
English Learners < 100 < 0 < < < < < 100 < 0
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 63 50 37 17 79 61 21 14 66 52 34
Female 18 72 54 28 20 84 64 16 17 71 54 29
Male 10 57 47 43 15 74 59 26 8 57 49 43
Black 13 57 43 43 12 59 47 41 7 57 50 43
Hispanic < < < < < 100 < 0 < < < <
White 14 69 55 31 19 81 61 19 17 63 46 37
Two or more races < < < < 17 83 67 17 8 75 67 25
Students with Disabilities 14 33 19 67 31 56 25 44 24 29 6 71
Economically Disadvantaged 8 53 44 47 17 71 54 29 6 58 52 42
English Learners < < < < < 100 < 0 < 100 < 0
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 85 63 15 21 70 49 30 22 79 57 21
Female 24 93 69 7 27 76 49 24 21 84 63 16
Male 19 77 58 23 17 67 50 33 23 74 51 26
Black 21 64 43 36 16 58 42 42 19 56 38 44
Hispanic < 100 < 0 < 100 < 0 < < < <
White 21 88 67 12 27 71 44 29 26 82 56 18
Two or more races < 100 < 0 < < < < 8 83 75 17
Students with Disabilities 19 50 31 50 12 29 18 71 38 50 13 50
Economically Disadvantaged 12 79 67 21 14 66 52 34 15 65 50 35
English Learners < 100 < 0 < < < < < < < <
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0
Female < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 78 60 22 11 73 62 27 15 76 62 24
Female 24 79 55 21 10 75 65 25 13 73 61 27
Male 14 78 64 22 11 70 59 30 17 79 62 21
Asian < 100 < 0 < 100 < 0 < < < <
Black 17 63 46 37 13 54 42 46 10 64 54 36
Hispanic 23 85 62 15 5 84 79 16 19 71 52 29
White 21 82 62 18 11 76 65 24 17 79 62 21
Two or more races 9 74 65 26 11 70 59 30 8 78 70 22
Students with Disabilities 19 46 27 54 22 40 18 60 27 54 27 46
Economically Disadvantaged 12 71 59 29 6 63 57 37 9 69 60 31
English Learners < < < < - 79 79 21 12 71 59 29
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 81 67 19 3 64 61 36 8 66 58 34
Female 16 78 62 22 2 67 66 33 11 60 49 40
Male 11 83 72 17 6 59 53 41 5 71 66 29
Asian < 100 < 0 < 100 < 0 < < < <
Black 6 56 50 44 - 46 46 54 5 47 42 53
Hispanic < < < < < < < < < < < <
White 16 85 69 15 3 65 62 35 11 73 62 27
Two or more races 8 83 75 17 < < < < - 62 62 38
Students with Disabilities 36 64 29 36 13 25 13 75 12 41 29 59
Economically Disadvantaged 9 70 61 30 2 52 50 48 7 54 47 46
English Learners < < < < < < < < < < < <
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 71 57 29 10 79 69 21 11 72 61 28
Female 21 72 51 28 9 80 70 20 11 71 60 29
Male 10 71 62 29 11 78 67 22 11 73 62 27
Black 13 61 48 39 6 56 50 44 - 57 57 43
Hispanic < < < < < < < < < < < <
White 17 77 60 23 11 83 72 17 14 74 60 26
Two or more races < < < < 8 75 67 25 8 83 75 17
Students with Disabilities 10 33 24 67 31 50 19 50 24 47 24 53
Economically Disadvantaged 8 63 55 37 8 71 63 29 3 67 64 33
English Learners < < < < < < < < < < < <
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 83 55 17 18 74 56 26 23 89 66 11
Female 36 87 51 13 22 81 58 19 14 86 72 14
Male 21 79 58 21 15 70 55 30 32 92 60 8
Black 29 71 43 29 22 56 33 44 19 88 69 13
Hispanic < 100 < 0 < 100 < 0 < < < <
White 27 84 56 16 20 78 58 22 23 89 66 11
Two or more races < 100 < 0 < < < < 17 92 75 8
Students with Disabilities 13 44 31 56 18 41 24 59 38 69 31 31
Economically Disadvantaged 19 81 62 19 9 68 59 32 17 87 70 13
English Learners < 100 < 0 < < < < < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0
Female < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 87 60 13 16 77 61 23 21 86 65 14
Female 27 93 67 7 14 76 62 24 18 86 68 14
Male 27 81 54 19 17 77 60 23 25 87 62 13
Black 21 71 50 29 16 53 37 47 19 75 56 25
Hispanic < 100 < 0 < 100 < 0 < < < <
White 27 89 62 11 17 83 67 17 23 90 67 10
Two or more races < 100 < 0 < < < < 8 83 75 17
Students with Disabilities 13 50 38 50 6 59 53 41 31 56 25 44
Economically Disadvantaged 19 83 64 17 9 70 61 30 11 72 61 28
English Learners < 100 < 0 < < < < < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 87 60 13 16 77 61 23 21 86 65 14
Female 27 93 67 7 14 76 62 24 18 86 68 14
Male 27 81 54 19 17 77 60 23 25 87 62 13
Black 21 71 50 29 16 53 37 47 19 75 56 25
Hispanic < 100 < 0 < 100 < 0 < < < <
White 27 89 62 11 17 83 67 17 23 90 67 10
Two or more races < 100 < 0 < < < < 8 83 75 17
Students with Disabilities 13 50 38 50 6 59 53 41 31 56 25 44
Economically Disadvantaged 19 83 64 17 9 70 61 30 11 72 61 28
English Learners < 100 < 0 < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 84 53 16 39 88 50 12 17 75 58 25
Female 31 88 57 12 34 88 54 12 14 76 62 24
Male 31 81 50 19 42 89 46 11 22 73 51 27
Black 7 64 57 36 24 85 62 15 - 71 71 29
Hispanic < 100 < 0 42 100 58 0 < < < <
White 34 87 54 13 44 87 42 13 17 75 58 25
Two or more races < 100 < 0 21 95 74 5 25 75 50 25
Students with Disabilities - 50 50 50 21 67 45 33 12 59 47 41
Economically Disadvantaged 23 79 55 21 28 84 56 16 11 70 59 30
English Learners < 100 < 0 30 90 60 10 < < < <
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 84 52 16 37 88 51 12 16 74 58 26
Female 32 88 56 12 33 87 55 13 15 75 61 25
Male 33 80 48 20 41 88 48 12 17 71 54 29
Black 9 55 45 45 16 84 68 16 - 71 71 29
Hispanic < 100 < 0 42 100 58 0 < < < <
White 34 87 54 13 44 86 42 14 16 74 58 26
Two or more races < 100 < 0 21 95 74 5 18 73 55 27
Students with Disabilities - 38 38 62 4 56 52 44 - 46 46 54
Economically Disadvantaged 24 78 54 22 26 84 58 16 9 69 60 31
English Learners < 100 < 0 30 90 60 10 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division113
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten434243
Kindergarten779485
Grade 1988493
Grade 211010288
Grade 39611299
Grade 4113101109
Grade 593109106
Total Students630644623
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students630644623
Female332337330
Male298307293
American Indian1
Asian9107
Black111108100
Hispanic394241
White413412403
Two or more races577272
Students with Disabilities1059699
Students without Disabilities525548524
Economically Disadvantaged375382377
Not Economically Disadvantaged255262246
English Learners283038
Not English Learners602614585
Foster Care551
Military Connected112
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
63.7 64.1 65.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20156,652.004,122.00694.00
2015-20166,593.004,135.00596.00
2016-20176,195.004,469.00763.00

Statewide Per-Pupil Spending

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

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

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

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

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

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

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

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students510675225353163
Female261382762826933
Male249292462526230
American Indian<<<<
Asian<<<<<<
Black94129010829
Hispanic282362342
White340473433634545
Two or more races425464637
Students with Disabilities73218277816
Economically Disadvantaged322593034130054
English Learners220272292
Homeless<<<<65
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 24
Other Offenses Against Persons <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.159
Asian1.4291.553
Black17.6198.3316.7732.26
Hispanic6.192.786.5223.23
Native Hawaiian
White65.55666.6763.97541.94
Two or more races9.04822.2211.1822.58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.159
Asian1.4291.553
Black17.61916.77
Hispanic6.196.522
Native Hawaiian
White65.55663.975
Two or more races9.04811.18
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.159
Asian1.4291.553
Black17.61916.77
Hispanic6.196.522
Native Hawaiian
White65.55663.975
Two or more races9.04811.18
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 64.1566.1360.06
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 50.1456.5561.56
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 80.2781.3180.78
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School 1.8% - 7.3% - 5.5% -
Division
All Schools 0.5% 2.2% 8.5% 9.9% 4.5% 5.4%
High Poverty - - - - - -
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201653%44%0%3%
2016-201754%40%2%4%
2017-201858%37%2%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianTSTS-TS-
BlackNoYes-No-
HispanicYesYes-Yes-
WhiteNoNo-No-
Economically DisadvantagedYesYes-No-
English LearnersYesYesTSYes-
Students with DisabilitiesYesYes-No-

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

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.
ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students71%73%73%75%
Asian<93%87%75%
Black56%55%60%75%
Hispanic85%81%63%75%
White73%75%81%75%
Economically Disadvantaged57%62%62%75%
English Learners94%79%53%75%
Students with Disabilities43%44%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students77%75%74%70%
Asian<93%89%70%
Black64%60%60%70%
Hispanic75%81%64%70%
White79%78%81%70%
Economically Disadvantaged69%68%63%70%
English Learners71%73%57%70%
Students with Disabilities55%46%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students86%
Asian<
Black75%
Hispanic<
White90%
Economically Disadvantaged72%
English Learners<
Students with Disabilities56%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students76%81%
Asian<<
Black64%72%
Hispanic90%80%
White78%83%
Economically Disadvantaged65%76%
English Learners94%71%
Students with Disabilities59%69%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students11%10%9%10%
Asian<-5%10%
Black10%10%9%10%
Hispanic6%6%9%10%
White12%11%9%10%
Economically Disadvantaged15%14%13%10%
English Learners6%5%8%10%
Students with Disabilities17%16%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress64%46%58%
English Learner Proficiency21%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress91464%
English Learner Proficiency52421%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian<<<
Black100%100%100%
Hispanic100%100%<
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%<
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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