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

Virginia Run Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-988-8900
Address: 15450 Martins Hundred Dr Centreville, VA 20120
Principal: Ms. Elizabeth R. Bumbrey
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

Accredited: All indicators at Level One or Level Two or Waiver
Accredited With Conditions: One or more indicators at Level Three
Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 81 62 19 24 79 55 21 16 77 62 23
Female 18 82 64 18 25 82 57 18 14 79 65 21
Male 19 80 61 20 22 75 53 25 17 75 58 25
Asian 24 88 64 12 29 86 57 14 42 97 55 3
Black 27 87 60 13 20 93 73 7 7 93 86 7
Hispanic 13 61 48 39 15 61 46 39 3 57 54 43
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 20 92 72 8 28 88 60 12 23 90 67 10
Two or more races 35 100 65 0 36 71 36 29 14 93 79 7
Students with Disabilities 19 59 40 41 16 57 41 43 7 47 40 53
Students without Disabilities 19 85 67 15 25 83 57 17 17 84 66 16
Economically Disadvantaged 12 60 48 40 14 57 42 43 5 57 52 43
Not Economically Disadvantaged 22 92 69 8 28 88 60 12 22 90 68 10
English Learners 12 54 42 46 17 63 46 37 5 54 50 46
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 21 82 61 18 23 78 55 22 14 64 51 36
Female 19 78 59 22 26 82 56 18 15 59 43 41
Male 22 84 62 16 18 71 53 29 12 69 57 31
Asian < < < < < < < < < 100 < 0
Black < < < < < 100 < 0 < < < <
Hispanic 21 68 47 32 24 71 47 29 7 47 40 53
White 22 93 71 7 27 81 54 19 12 76 64 24
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 55 82 27 18 24 65 41 35 7 36 29 64
Students without Disabilities 16 82 66 18 23 80 57 20 15 69 54 31
Economically Disadvantaged 19 63 44 38 23 71 49 29 9 47 37 53
Not Economically Disadvantaged 22 93 71 7 23 81 58 19 17 79 62 21
English Learners 26 63 37 37 19 73 54 27 7 42 36 58
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 17 81 64 19 20 70 49 30 14 80 66 20
Female 18 80 62 20 22 75 53 25 16 87 71 13
Male 16 81 65 19 19 66 47 34 10 68 58 33
Asian 42 83 42 17 < < < < 18 91 73 9
Black < 100 < 0 < < < < < 100 < 0
Hispanic 15 53 38 47 17 51 34 49 - 60 60 40
White 14 93 79 7 28 88 60 13 28 96 68 4
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 24 71 47 29 36 64 29 36 5 47 42 53
Students without Disabilities 16 82 67 18 17 71 53 29 15 87 71 13
Economically Disadvantaged 13 62 49 38 17 40 23 60 4 62 57 38
Not Economically Disadvantaged 19 91 72 9 22 85 63 15 21 94 73 6
English Learners 15 50 35 50 17 48 31 52 2 58 56 42
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 18 78 60 22 28 77 50 23 19 76 57 24
Female 15 80 66 20 29 79 50 21 14 81 67 19
Male 22 76 55 24 26 75 49 25 22 72 50 28
Asian < 100 < 0 60 90 30 10 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 7 50 43 50 12 52 39 48 6 51 46 49
White 18 88 71 12 28 88 60 12 28 90 62 10
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 12 53 41 47 5 32 26 68 13 27 13 73
Students without Disabilities 20 84 64 16 32 87 54 13 20 86 66 14
Economically Disadvantaged 8 46 38 54 10 52 42 48 7 47 40 53
Not Economically Disadvantaged 23 91 68 9 35 87 53 13 25 91 66 9
English Learners 3 48 45 52 16 55 39 45 7 50 43 50
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 19 84 65 16 23 90 67 10 17 88 71 12
Female 21 87 67 13 23 93 70 8 11 87 77 13
Male 18 80 62 20 24 88 64 12 22 88 67 12
Asian 15 92 77 8 < 100 < 0 50 100 50 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic 10 71 61 29 4 73 69 27 - 72 72 28
White 27 92 65 8 31 96 65 4 23 94 72 6
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 39 39 61 - 82 82 18 5 70 65 30
Students without Disabilities 23 93 69 7 27 91 65 9 20 92 72 8
Economically Disadvantaged 8 67 58 33 5 64 59 36 - 74 74 26
Not Economically Disadvantaged 25 92 68 8 29 99 69 1 25 94 69 6
English Learners 4 56 52 44 13 73 60 27 3 71 68 29
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 25 86 61 14 18 80 62 20 18 77 59 23
Female 25 87 62 13 13 81 69 19 16 75 60 25
Male 25 85 61 15 23 79 57 21 20 78 58 22
Asian 39 97 58 3 28 90 62 10 36 100 64 0
Black 13 93 80 7 7 87 80 13 14 71 57 29
Hispanic 12 72 60 28 5 62 57 38 6 57 52 43
White 31 92 61 8 26 91 65 9 24 90 66 10
Two or more races 35 100 65 0 21 86 64 14 36 93 57 7
Students with Disabilities 16 69 53 31 15 51 36 49 7 54 47 46
Students without Disabilities 26 89 63 11 18 86 67 14 20 81 62 19
Economically Disadvantaged 9 68 58 32 5 55 50 45 5 56 52 44
Not Economically Disadvantaged 32 95 63 5 24 91 68 9 26 90 64 10
English Learners 8 68 60 32 8 63 54 37 5 54 50 46
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 18 82 64 18 12 72 60 28 15 63 48 37
Female 16 78 63 22 11 77 66 23 13 52 39 48
Male 19 84 65 16 13 63 50 37 16 73 57 27
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < < < < < < < < <
Hispanic 11 63 51 37 3 61 58 39 7 44 38 56
White 29 95 67 5 21 81 60 19 18 82 64 18
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 36 73 36 27 6 41 35 59 7 50 43 50
Students without Disabilities 15 83 68 17 13 78 65 22 16 65 49 35
Economically Disadvantaged 9 56 47 44 6 51 46 49 7 42 35 58
Not Economically Disadvantaged 24 98 75 2 16 83 67 17 21 81 60 19
English Learners 4 57 54 43 5 59 54 41 4 40 36 60
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 34 82 49 18 24 81 57 19 25 73 48 27
Female 29 84 55 16 16 81 65 19 21 77 56 23
Male 37 81 44 19 30 81 51 19 30 65 35 35
Asian 58 92 33 8 < < < < 45 100 55 0
Black < 100 < 0 < < < < < < < <
Hispanic 12 59 47 41 8 61 53 39 9 51 43 49
White 37 92 54 8 43 98 55 3 36 87 51 13
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 18 47 29 53 29 50 21 50 5 53 47 47
Students without Disabilities 36 89 52 11 24 87 63 13 29 77 48 23
Economically Disadvantaged 15 60 45 40 10 52 42 48 6 51 45 49
Not Economically Disadvantaged 44 95 51 5 32 97 64 3 38 89 51 11
English Learners 11 60 49 40 10 57 47 43 9 49 40 51
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 19 75 57 25 17 79 62 21 7 73 67 27
Female 20 77 57 23 13 79 67 21 10 79 69 21
Male 18 74 56 26 20 78 58 22 3 68 65 32
Asian < 100 < 0 < < < < < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 12 62 50 38 6 61 55 39 3 62 59 38
White 24 79 56 21 24 90 67 10 11 83 72 17
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 67 53 33 11 50 39 50 8 25 17 75
Students without Disabilities 20 78 57 22 18 86 68 14 6 85 79 15
Economically Disadvantaged 4 58 54 42 3 65 61 35 - 55 55 45
Not Economically Disadvantaged 28 86 58 14 25 87 62 13 13 90 77 10
English Learners 7 59 52 41 3 65 61 35 - 55 55 45
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 20 96 76 4 15 86 71 14 10 89 79 11
Female 26 95 69 5 10 88 78 13 2 88 86 12
Male 12 98 86 2 19 85 67 15 15 89 74 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic 13 95 82 5 4 68 64 32 - 73 73 27
White 24 96 72 4 18 92 73 8 17 97 80 3
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 5 89 84 11 18 73 55 27 5 73 68 27
Students without Disabilities 23 98 75 2 14 88 73 12 11 93 82 7
Economically Disadvantaged 9 94 85 6 - 57 57 43 - 79 79 21
Not Economically Disadvantaged 25 97 72 3 20 96 76 4 14 93 79 7
English Learners 7 96 89 4 4 67 63 33 - 79 79 21
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 42 100 58 0 33 96 63 4 54 100 46 0
Female 31 100 69 0 18 91 73 9 55 100 45 0
Male 54 100 46 0 46 100 54 0 53 100 47 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < < < < < 100 < 0
White 53 100 47 0 28 100 72 0 50 100 50 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 42 100 58 0 35 100 65 0 52 100 48 0
Economically Disadvantaged < 100 < 0 < < < < < 100 < 0
Not Economically Disadvantaged 48 100 52 0 35 100 65 0 56 100 44 0
English Learners < 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 15 78 63 22 22 78 55 22 19 80 62 20
Female 17 80 63 20 16 75 59 25 14 89 75 11
Male 14 76 63 24 28 80 52 20 22 74 52 26
Asian < 100 < 0 45 91 45 9 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic - 54 54 46 3 54 51 46 6 57 51 43
White 24 88 65 12 30 89 60 11 36 95 59 5
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 50 50 50 5 32 26 68 20 33 13 67
Students without Disabilities 18 84 66 16 26 87 61 13 18 90 72 10
Economically Disadvantaged 4 44 41 56 - 55 55 45 3 50 47 50
Not Economically Disadvantaged 20 92 72 8 32 87 56 13 27 96 70 4
English Learners 3 48 45 52 3 56 53 44 - 53 53 47
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 15 78 63 22 22 78 55 22 19 80 62 20
Female 17 80 63 20 16 75 59 25 14 89 75 11
Male 14 76 63 24 28 80 52 20 22 74 52 26
Asian < 100 < 0 45 91 45 9 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic - 54 54 46 3 54 51 46 6 57 51 43
White 24 88 65 12 30 89 60 11 36 95 59 5
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 50 50 50 5 32 26 68 20 33 13 67
Students without Disabilities 18 84 66 16 26 87 61 13 18 90 72 10
Economically Disadvantaged 4 44 41 56 - 55 55 45 3 50 47 50
Not Economically Disadvantaged 20 92 72 8 32 87 56 13 27 96 70 4
English Learners 3 48 45 52 3 56 53 44 - 53 53 47
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 28 79 52 21 33 83 50 17 23 87 64 13
Female 28 76 48 24 27 82 55 18 19 86 67 14
Male 27 82 55 18 37 84 47 16 32 88 56 12
Asian 70 90 20 10 < < < < 55 91 36 9
Black < 100 < 0 < < < < < < < <
Hispanic - 57 57 43 14 77 64 23 15 75 60 25
White 29 84 55 16 40 85 45 15 21 91 70 9
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities - 82 82 18 < < < < < < < <
Students without Disabilities 31 79 48 21 33 84 51 16 23 86 64 14
Economically Disadvantaged 8 68 60 32 24 71 47 29 14 76 62 24
Not Economically Disadvantaged 35 83 49 17 36 86 51 14 26 90 65 10
English Learners 5 53 47 47 38 81 44 19 22 72 50 28
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 28 79 51 21 32 83 51 17 22 87 65 13
Female 29 76 47 24 27 82 55 18 18 86 68 14
Male 28 82 54 18 36 83 48 17 32 88 56 12
Asian 70 90 20 10 < < < < 55 91 36 9
Black < 100 < 0 < < < < < < < <
Hispanic - 55 55 45 14 77 64 23 15 75 60 25
White 30 84 54 16 38 85 46 15 20 91 72 9
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 31 79 48 21 33 84 51 16 23 86 64 14
Economically Disadvantaged 8 67 58 33 24 71 47 29 14 76 62 24
Not Economically Disadvantaged 35 83 48 17 34 86 52 14 25 90 66 10
English Learners 6 50 44 50 38 81 44 19 22 72 50 28
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
School581
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten171618
Kindergarten9290109
Grade 1879498
Grade 2888193
Grade 31008277
Grade 49010791
Grade 511385108
Grade 69311087
Total Students680665681
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 Students680665681
Female318326342
Male362339339
Asian555857
Black323023
Hispanic248269293
Native Hawaiian11
White317281275
Two or more races272431
Students with Disabilities929489
Students without Disabilities588571592
Economically Disadvantaged169257284
Not Economically Disadvantaged511408397
English Learners236235259
Not English Learners444430422
Homeless122415
Military Connected201627
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.8 68 68.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

Statewide Per-Pupil Spending

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

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

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

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 Students662315995962928
Female318112713730813
Male344203282232115
Asian601502543
Black251271250
Hispanic223152072825612
Native Hawaiian<<<<<<
White317132902526813
Two or more races361252230
Students with Disabilities997985956
Economically Disadvantaged228191953224814
English Learners211122072523311
Homeless101124292
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 <
Other Offenses Against Persons <
Property Offenses <
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 Indian0.301
Asian8.0888.7229.09
Black4.706104.511
Hispanic36.4711040.45136.36
Native Hawaiian0.1470.15
White46.6188042.25654.55
Two or more races3.9713.609
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 Indian0.301
Asian8.0888.722
Black4.7064.511
Hispanic36.47140.451
Native Hawaiian0.1470.15
White46.61842.256
Two or more races3.9713.609
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 Indian0.301
Asian8.0888.722
Black4.7064.511
Hispanic36.47140.451
Native Hawaiian0.1470.15
White46.61842.256
Two or more races3.9713.609
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 30.7734.2233.04
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 43.344.6740.54
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 86.6184.8483.33
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% - 1.8% - 3.5%
Division
All Schools 1.9% 3.2% 7.4% 8% 4.8% 4.3%
High Poverty 1.5% 8.6% 7.1% 10.3% 4.9% 5.2%
Low Poverty - 2.3% - 7.7% - 4.5%
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 Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201623%74%0%3%
2016-201728%70%0%2%
2017-201827%71%0%2%
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-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicNoNo-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoNo-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

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 Students78%79%73%75%
Asian97%91%87%75%
Black93%91%60%75%
Hispanic57%60%63%75%
White91%90%81%75%
Economically Disadvantaged58%58%62%75%
English Learners55%57%53%75%
Students with Disabilities47%55%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%81%74%70%
Asian100%98%89%70%
Black71%84%60%70%
Hispanic57%63%64%70%
White91%91%81%70%
Economically Disadvantaged57%60%63%70%
English Learners55%61%57%70%
Students with Disabilities54%58%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 Students79%
Asian<
Black<
Hispanic56%
White95%
Economically Disadvantaged50%
English Learners52%
Students with Disabilities33%

< = 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 Students80%80%
Asian97%100%
Black93%71%
Hispanic60%62%
White92%92%
Economically Disadvantaged60%62%
English Learners57%59%
Students with Disabilities51%63%

< = 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 Students4%6%9%10%
Asian5%4%5%10%
Black-3%9%10%
Hispanic4%7%9%10%
White5%6%9%10%
Economically Disadvantaged5%9%13%10%
English Learners5%7%8%10%
Students with Disabilities6%6%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 Progress54%46%58%
English Learner Proficiency8%--
< = 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 Progress7514054%
English Learner Proficiency141788%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

< = 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).
Virginia Run Elementary to top