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Washington Mill Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-619-2500
Address: 9100 Cherrytree Dr Alexandria, VA 22309
Principal: Mr. Bradley L. Bennink
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: 2018 through 2020

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 Two 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 21 78 58 22 21 74 53 26 12 67 55 33
Female 18 80 62 20 20 77 58 23 12 69 57 31
Male 23 76 53 24 22 71 49 29 11 64 53 36
Asian 37 93 56 7 19 86 67 14 16 76 60 24
Black 9 59 49 41 11 58 47 42 9 53 44 47
Hispanic 18 80 62 20 20 74 54 26 4 60 55 40
White 33 96 63 4 35 89 54 11 25 89 64 11
Two or more races 35 88 53 12 22 78 56 22 21 79 57 21
Students with Disabilities 28 64 36 36 26 58 32 42 13 43 30 57
Students without Disabilities 19 82 63 18 20 78 58 22 11 72 60 28
Economically Disadvantaged 15 77 62 23 18 69 51 31 5 55 50 45
Not Economically Disadvantaged 28 80 52 20 24 80 55 20 20 81 61 19
English Learners 21 80 59 20 15 72 57 28 5 55 51 45
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 18 70 52 30 25 75 51 25 4 51 47 49
Female 14 67 53 33 23 77 55 23 6 54 49 46
Male 24 74 50 26 27 73 47 27 3 49 46 51
Asian < < < < < 100 < 0 < < < <
Black 5 40 35 60 16 58 42 42 - 33 33 67
Hispanic 19 78 58 22 31 77 46 23 4 43 39 57
White 20 100 80 0 27 81 54 19 6 76 71 24
Two or more races < < < < < < < < < < < <
Students with Disabilities 38 69 31 31 47 60 13 40 - 27 27 73
Students without Disabilities 14 70 56 30 20 78 58 22 5 56 51 44
Economically Disadvantaged 10 67 57 33 31 69 38 31 3 38 36 62
Not Economically Disadvantaged 32 75 43 25 19 81 62 19 6 67 61 33
English Learners 26 79 54 21 31 72 42 28 3 42 39 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 16 73 57 27 16 64 48 36 14 70 56 30
Female 11 76 66 24 15 63 49 37 16 73 57 27
Male 21 69 49 31 17 64 48 36 13 67 54 33
Asian < 100 < 0 < < < < < 100 < 0
Black 5 41 36 59 5 50 45 50 15 58 42 42
Hispanic 19 78 58 22 10 63 54 37 3 53 50 47
White 20 100 80 0 45 91 45 9 25 89 64 11
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 33 47 13 53 25 56 31 44 19 44 25 56
Students without Disabilities 11 79 68 21 13 66 52 34 14 75 62 25
Economically Disadvantaged 14 72 58 28 8 58 50 42 10 50 40 50
Not Economically Disadvantaged 18 74 56 26 27 73 45 27 19 91 72 9
English Learners 25 75 50 25 13 62 49 38 8 58 50 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 24 78 54 22 19 67 49 33 19 72 53 28
Female 27 86 59 14 18 74 55 26 13 69 56 31
Male 22 72 50 28 19 59 41 41 25 75 50 25
Asian < 100 < 0 < 100 < 0 < < < <
Black - 61 61 39 15 50 35 50 8 60 52 40
Hispanic 25 75 50 25 15 64 48 36 9 71 63 29
White 40 93 53 7 27 100 73 0 64 93 29 7
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 27 68 41 32 - 36 36 64 22 56 33 44
Students without Disabilities 23 82 58 18 22 73 51 27 18 77 58 23
Economically Disadvantaged 18 78 59 22 20 63 43 38 4 65 61 35
Not Economically Disadvantaged 32 79 47 21 17 73 57 27 44 84 41 16
English Learners 20 78 59 22 10 59 48 41 5 65 60 35
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 24 91 68 9 24 88 65 12 8 70 63 30
Female 21 92 71 8 23 95 73 5 12 79 68 21
Male 26 90 64 10 24 82 58 18 4 63 59 37
Asian < 100 < 0 < 100 < 0 < < < <
Black 22 85 63 15 6 76 71 24 10 55 45 45
Hispanic 4 93 89 7 25 90 65 10 3 67 64 33
White 44 94 50 6 47 93 47 7 8 100 92 0
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 14 71 57 29 25 70 45 30 7 40 33 60
Students without Disabilities 26 95 70 5 23 94 71 6 8 77 69 23
Economically Disadvantaged 17 93 76 7 15 87 72 13 4 65 61 35
Not Economically Disadvantaged 31 90 59 10 34 89 55 11 12 76 65 24
English Learners 11 89 78 11 9 89 81 11 3 56 53 44
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 23 75 53 25 18 71 53 29 14 71 57 29
Female 23 77 53 23 18 75 58 25 12 76 64 24
Male 22 74 52 26 19 67 49 33 15 66 51 34
Asian 54 93 39 7 43 90 48 10 36 96 60 4
Black 11 59 48 41 5 63 57 37 6 58 52 42
Hispanic 18 75 57 25 16 67 51 33 7 63 56 37
White 37 96 59 4 30 82 52 18 28 90 63 10
Two or more races 24 71 47 29 22 83 61 17 21 79 57 21
Students with Disabilities 16 45 30 55 21 44 23 56 13 38 25 62
Students without Disabilities 24 83 59 17 17 78 60 22 14 78 64 22
Economically Disadvantaged 20 72 52 28 14 61 47 39 8 60 52 40
Not Economically Disadvantaged 26 80 53 20 23 84 61 16 21 85 64 15
English Learners 15 71 56 29 11 65 54 35 7 63 57 37
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 10 56 45 44 14 71 57 29 12 68 56 32
Female 12 47 35 53 11 73 62 27 8 72 64 28
Male 9 68 59 32 17 70 52 30 16 65 49 35
Asian < < < < < 100 < 0 < 100 < 0
Black - 25 25 75 5 68 63 32 7 53 47 47
Hispanic 6 56 50 44 14 68 54 32 7 52 45 48
White 30 100 70 0 19 69 50 31 18 94 76 6
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 15 31 15 69 33 47 13 53 - 27 27 73
Students without Disabilities 9 61 52 39 11 76 66 24 15 76 61 24
Economically Disadvantaged 8 55 47 45 11 55 43 45 8 53 45 48
Not Economically Disadvantaged 14 57 43 43 17 87 70 13 18 88 70 12
English Learners 8 54 46 46 5 62 57 38 8 59 51 41
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 20 71 51 29 14 55 41 45 15 72 57 28
Female 18 74 55 26 15 59 44 41 16 80 63 20
Male 21 68 47 32 14 52 38 48 15 65 50 35
Asian < 100 < 0 < < < < < 100 < 0
Black 5 55 50 45 - 30 30 70 4 54 50 46
Hispanic 17 71 54 29 10 56 46 44 6 66 59 34
White 40 90 50 10 36 82 45 18 29 86 57 14
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 7 13 7 87 13 13 - 88 19 38 19 63
Students without Disabilities 23 85 62 15 15 66 51 34 15 79 64 21
Economically Disadvantaged 16 60 44 40 8 48 40 52 4 56 52 44
Not Economically Disadvantaged 24 85 61 15 24 67 42 33 28 89 62 11
English Learners 6 58 52 42 9 56 47 44 5 66 61 34
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 21 79 59 21 14 63 49 37 18 70 51 30
Female 29 94 65 6 11 71 60 29 14 67 53 33
Male 15 70 55 30 18 54 36 46 23 73 50 28
Asian < 100 < 0 < 100 < 0 < < < <
Black 11 68 58 32 5 63 58 37 8 56 48 44
Hispanic 17 80 63 20 10 53 43 47 12 70 58 30
White < 100 < 0 < < < < 45 91 45 9
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 18 64 45 36 - 27 27 73 22 50 28 50
Students without Disabilities 21 86 64 14 17 71 54 29 17 76 59 24
Economically Disadvantaged 16 78 62 22 11 49 38 51 14 69 55 31
Not Economically Disadvantaged 29 82 54 18 19 85 65 15 26 70 44 30
English Learners 18 80 63 20 4 50 46 50 8 67 58 33
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 31 91 60 9 22 90 68 10 9 69 60 31
Female 26 95 69 5 23 97 73 3 9 82 73 18
Male 37 88 51 12 21 85 64 15 9 60 51 40
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 21 79 58 21 12 94 82 6 5 68 63 32
Hispanic 32 97 65 3 21 84 63 16 3 59 57 41
White 40 95 55 5 30 100 70 0 25 92 67 8
Students with Disabilities 21 64 43 36 30 75 45 25 7 33 27 67
Students without Disabilities 33 97 64 3 19 95 75 5 10 78 68 22
Economically Disadvantaged 38 97 59 3 23 89 66 11 7 57 50 43
Not Economically Disadvantaged 24 85 61 15 20 90 70 10 12 85 74 15
English Learners 31 93 62 7 17 85 67 15 5 62 56 38
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 82 100 18 0 67 100 33 0 < 100 < 0
Female < 100 < 0 < 100 < 0 < 100 < 0
Male < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 82 100 18 0 67 100 33 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < 100 < 0
Not Economically Disadvantaged < 100 < 0 60 100 40 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 32 89 57 11 19 71 52 29 20 77 57 23
Female 45 92 47 8 19 78 59 22 18 82 64 18
Male 22 86 64 14 19 63 44 38 23 73 50 27
Asian < 100 < 0 < 100 < 0 < < < <
Black 16 84 68 16 5 65 60 35 4 60 56 40
Hispanic 36 87 51 13 9 64 55 36 14 80 66 20
White 47 100 53 0 60 90 30 10 57 93 36 7
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 5 77 73 23 - 18 18 82 22 67 44 33
Students without Disabilities 41 92 52 8 22 81 59 19 20 80 60 20
Economically Disadvantaged 24 84 61 16 15 63 48 38 8 73 65 27
Not Economically Disadvantaged 43 95 51 5 24 83 59 17 41 84 44 16
English Learners 21 87 65 13 - 55 55 45 10 78 68 23
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 32 89 57 11 19 71 52 29 20 77 57 23
Female 45 92 47 8 19 78 59 22 18 82 64 18
Male 22 86 64 14 19 63 44 38 23 73 50 27
Asian < 100 < 0 < 100 < 0 < < < <
Black 16 84 68 16 5 65 60 35 4 60 56 40
Hispanic 36 87 51 13 9 64 55 36 14 80 66 20
White 47 100 53 0 60 90 30 10 57 93 36 7
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 5 77 73 23 - 18 18 82 22 67 44 33
Students without Disabilities 41 92 52 8 22 81 59 19 20 80 60 20
Economically Disadvantaged 24 84 61 16 15 63 48 38 8 73 65 27
Not Economically Disadvantaged 43 95 51 5 24 83 59 17 41 84 44 16
English Learners 21 87 65 13 - 55 55 45 10 78 68 23
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 10 72 62 28 25 64 39 36 29 74 45 26
Female 17 67 50 33 16 62 46 38 32 74 43 26
Male 3 78 75 22 33 67 33 33 27 73 47 27
Asian < 100 < 0 < < < < < < < <
Black - 52 52 48 11 42 32 58 12 54 42 46
Hispanic 4 71 68 29 19 68 49 32 14 71 57 29
White 50 90 40 10 60 90 30 10 59 89 30 11
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 40 40 60 17 50 33 50 18 64 45 36
Students without Disabilities 12 78 66 22 27 67 41 33 31 75 44 25
Economically Disadvantaged 3 63 60 37 14 57 43 43 7 58 51 42
Not Economically Disadvantaged 18 82 64 18 41 75 34 25 51 89 38 11
English Learners 4 57 52 43 18 68 50 32 12 64 52 36
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 11 73 62 27 24 64 39 36 29 73 44 27
Female 17 67 50 33 16 62 46 38 33 74 41 26
Male 3 80 77 20 32 65 32 35 26 72 47 28
Asian < 100 < 0 < < < < < < < <
Black - 55 55 45 11 42 32 58 12 52 40 48
Hispanic 4 71 68 29 17 67 50 33 14 71 57 29
White 50 90 40 10 60 90 30 10 62 88 27 12
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < 10 40 30 60 < < < <
Students without Disabilities 12 78 66 22 27 67 41 33 31 75 44 25
Economically Disadvantaged 3 63 60 37 12 56 44 44 7 57 50 43
Not Economically Disadvantaged 19 84 65 16 42 74 32 26 51 89 38 11
English Learners 5 59 55 41 19 68 49 32 9 63 53 38
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
School443
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten251925
Kindergarten899366
Grade 1799083
Grade 2729190
Grade 3907381
Grade 48510182
Grade 5708099
Grade 6857881
Total Students595625607
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 Students595625607
Female305311297
Male290314310
American Indian211
Asian445657
Black141149138
Hispanic256237227
White126159161
Two or more races262222
Students with Disabilities999291
Students without Disabilities496533516
Economically Disadvantaged206318328
Not Economically Disadvantaged389307279
English Learners274279268
Not English Learners321346339
Homeless11139
Foster Care433
Military Connected364351
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 Students537434919153572
Female269162574027132
Male268272345126440
American Indian<<<<<<
Asian4262894310
Black141101151612914
Hispanic210202094919933
White11451151514113
Two or more races282232212
Students with Disabilities951473268114
Economically Disadvantaged289282596627552
English Learners229252325123443
Homeless<<78109
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 51
Other Offenses Against Persons 18
Property Offenses <
Offenses Against Student <
Technology 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 Indian0.3360.16
Asian7.3958.96
Black23.69735.2923.8442.5
Hispanic43.0255037.9242.5
Native Hawaiian0.16
White21.1768.8225.4415
Two or more races4.375.883.52
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 Indian0.3360.16
Asian7.3958.96
Black23.69723.84
Hispanic43.02537.92
Native Hawaiian0.16
White21.17625.44
Two or more races4.373.52
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 Indian0.3360.16
Asian7.3958.96
Black23.69723.84
Hispanic43.02537.92
Native Hawaiian0.16
White21.17625.44
Two or more races4.373.52
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 54.9949.7549.31
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 57.8257.8151.57
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 88.8392.3685.71
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 16.4% - 6.6% - 1.6% -
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 Education3%2%
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
2015-201631%69%0%0%
2016-201742%57%0%1%
2017-201844%55%0%1%
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 StudentsYesNo-No-
AsianTSYes-No-
BlackNoNo-No-
HispanicYesYes-No-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersYesYesYesNo-
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 Students67%73%73%75%
Asian79%86%87%75%
Black54%56%60%75%
Hispanic61%71%63%75%
White89%91%81%75%
Economically Disadvantaged57%67%62%75%
English Learners56%69%53%75%
Students with Disabilities44%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 Students71%72%74%70%
Asian92%92%89%70%
Black59%59%60%70%
Hispanic63%67%64%70%
White90%89%81%70%
Economically Disadvantaged60%63%63%70%
English Learners63%65%57%70%
Students with Disabilities39%42%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 Students78%
Asian<
Black63%
Hispanic80%
White93%
Economically Disadvantaged74%
English Learners78%
Students with Disabilities71%

< = 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 Students73%77%
Asian79%96%
Black66%67%
Hispanic67%72%
White90%92%
Economically Disadvantaged65%70%
English Learners65%73%
Students with Disabilities51%54%

< = 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 Students12%12%9%10%
Asian19%18%5%10%
Black10%10%9%10%
Hispanic14%14%9%10%
White8%8%9%10%
Economically Disadvantaged16%15%13%10%
English Learners16%15%8%10%
Students with Disabilities15%18%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 Progress51%46%58%
English Learner Proficiency10%--
< = 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 Progress8516651%
English Learner Proficiency2221310%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

< = 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).
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