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Willow Springs Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-679-6000
Address: 5400 Willow Springs School Rd Fairfax, VA 22030
Principal: Mr. Dylan P. Taylor
Superintendent: Dr. Scott S. Brabrand
School Number: 2060
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2018 Accreditation Status: Accredited
(School accreditation ratings for 2019 will be released in September.)

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 Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 45 94 6 42 51 93 7 36 55 91 9
Female 51 46 97 3 46 49 95 5 36 55 91 9
Male 48 43 92 8 38 53 91 9 36 55 91 9
Asian 50 48 97 3 46 49 95 5 38 55 93 7
Black 37 51 89 11 24 64 88 12 32 44 76 24
Hispanic 47 34 81 19 27 45 73 27 20 58 78 22
White 51 42 93 7 40 53 93 7 36 57 93 7
Two or more races 51 46 97 3 49 49 97 3 42 51 93 7
Students with Disabilities 32 38 70 30 19 45 64 36 16 41 57 43
Students without Disabilities 51 45 96 4 44 52 96 4 38 56 94 6
Economically Disadvantaged 47 44 91 9 28 50 78 22 16 59 75 25
Not Economically Disadvantaged 50 45 94 6 43 51 94 6 38 55 93 7
English Learners 34 53 87 13 2 38 40 60 4 42 46 54
Military Connected 48 48 95 5 17 67 83 17
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 49 90 10 34 57 91 9 24 60 83 17
Female 41 55 96 4 36 54 90 10 24 56 79 21
Male 40 45 85 15 32 59 91 9 24 62 86 14
Asian 35 64 99 1 37 56 92 8 25 60 85 15
Black < < < < < < 100 0 38 38 77 23
Hispanic 40 30 70 30 < < < < 8 62 69 31
White 52 28 80 20 32 59 91 9 25 64 89 11
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 25 33 58 42 7 57 64 36 7 33 40 60
Students without Disabilities 42 50 92 8 37 57 93 7 26 62 88 12
Economically Disadvantaged < < < < 18 45 64 36 5 62 67 33
Not Economically Disadvantaged 41 49 90 10 35 57 93 7 27 59 86 14
English Learners 17 60 77 23 - 56 56 44 - 48 48 52
Military Connected < < 100 0 < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 52 97 3 47 43 90 10 29 62 91 9
Female 48 52 100 0 51 45 96 4 26 62 88 12
Male 43 51 94 6 44 41 85 15 32 62 94 6
Asian 47 51 97 3 48 47 95 5 29 65 94 6
Black < < < < < < < < 10 60 70 30
Hispanic 50 50 100 0 18 45 64 36 20 50 70 30
White 42 54 96 4 53 35 87 13 29 63 91 9
Two or more races 50 50 100 0 < < 100 0 50 50 100 0
Students with Disabilities 42 42 83 17 25 42 67 33 27 47 73 27
Students without Disabilities 45 52 98 2 49 43 92 8 29 63 92 8
Economically Disadvantaged 50 50 100 0 44 25 69 31 14 52 67 33
Not Economically Disadvantaged 45 52 97 3 47 45 92 8 31 63 94 6
English Learners 29 68 96 4 6 31 38 63 6 53 59 41
Military Connected < < < < < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 55 37 92 8 46 50 96 4 52 40 92 8
Female 61 30 91 9 52 46 99 1 58 36 95 5
Male 50 42 92 8 41 53 94 6 47 42 89 11
Asian 59 36 95 5 56 43 99 1 56 38 95 5
Black < < < < 27 55 82 18 < < < <
Hispanic 33 25 58 42 25 58 83 17 29 50 79 21
White 53 43 96 4 41 57 97 3 56 37 94 6
Two or more races < < < < 57 43 100 0 60 40 100 0
Students with Disabilities 29 24 53 47 27 47 73 27 9 55 64 36
Students without Disabilities 58 38 96 4 48 50 98 2 55 39 94 6
Economically Disadvantaged 58 25 83 17 44 50 94 6 21 57 79 21
Not Economically Disadvantaged 55 38 92 8 47 50 97 3 55 38 93 7
English Learners 56 28 84 16 < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 55 41 97 3 39 54 94 6 38 59 97 3
Female 51 48 99 1 46 48 94 6 37 63 100 0
Male 60 34 94 6 34 59 94 6 39 56 95 5
Asian 57 42 99 1 44 51 95 5 42 57 99 1
Black 18 73 91 9 < < < < 60 30 90 10
Hispanic 60 33 93 7 23 54 77 23 23 69 92 8
White 58 38 96 4 33 63 96 4 34 64 97 3
Two or more races 62 38 100 0 < < 100 0 38 62 100 0
Students with Disabilities 32 53 84 16 18 35 53 47 20 30 50 50
Students without Disabilities 58 40 98 2 42 57 99 1 39 61 100 0
Economically Disadvantaged 40 53 93 7 6 76 82 18 26 63 89 11
Not Economically Disadvantaged 57 40 97 3 43 52 95 5 39 59 98 2
English Learners 32 59 91 9 < < < < < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 48 44 93 7 39 52 91 9 44 50 94 6
Female 47 48 95 5 35 59 94 6 38 57 95 5
Male 50 42 91 9 43 47 90 10 50 45 94 6
Asian 59 37 96 4 47 49 96 4 56 41 97 3
Black 26 54 80 20 27 52 79 21 29 51 80 20
Hispanic 32 47 79 21 16 57 73 27 20 67 88 12
White 41 52 93 7 34 55 89 11 37 57 94 6
Two or more races 51 44 95 5 41 59 100 0 47 51 98 2
Students with Disabilities 27 32 58 42 23 37 60 40 20 53 73 27
Students without Disabilities 50 46 96 4 41 54 94 6 46 50 96 4
Economically Disadvantaged 37 50 87 13 28 49 77 23 30 54 84 16
Not Economically Disadvantaged 49 44 93 7 40 53 93 7 46 50 96 4
English Learners 38 47 85 15 9 42 51 49 13 53 65 35
Military Connected 29 57 86 14 28 67 94 6
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 42 86 14 28 57 85 15 35 58 93 7
Female 41 43 84 16 27 59 86 14 24 67 91 9
Male 44 42 87 13 30 54 84 16 43 52 95 5
Asian 55 36 90 10 34 58 92 8 45 52 97 3
Black < < < < < < < < 38 46 85 15
Hispanic 20 40 60 40 < < < < 31 46 77 23
White 32 56 88 12 27 48 75 25 27 67 94 6
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 17 33 50 50 - 57 57 43 7 73 80 20
Students without Disabilities 46 43 89 11 31 57 88 12 38 57 95 5
Economically Disadvantaged < < < < 27 18 45 55 32 55 86 14
Not Economically Disadvantaged 45 41 85 15 28 59 88 12 36 59 94 6
English Learners 23 48 71 29 6 39 44 56 8 64 72 28
Military Connected < < 100 0 < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 55 39 95 5 59 34 93 7 44 49 93 7
Female 50 48 98 2 51 44 96 4 39 53 92 8
Male 60 32 92 8 66 25 91 9 49 45 94 6
Asian 70 29 99 1 65 31 96 4 55 41 96 4
Black < < < < < < < < 20 60 80 20
Hispanic 40 50 90 10 27 36 64 36 10 80 90 10
White 46 46 92 8 59 35 94 6 38 54 91 9
Two or more races 67 33 100 0 < < 100 0 42 50 92 8
Students with Disabilities 17 33 50 50 55 18 73 27 13 60 73 27
Students without Disabilities 58 40 98 2 60 35 95 5 47 48 95 5
Economically Disadvantaged 50 40 90 10 38 50 88 13 33 43 76 24
Not Economically Disadvantaged 56 39 95 5 62 32 94 6 45 50 95 5
English Learners 50 36 86 14 18 47 65 35 22 39 61 39
Military Connected < < < < < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 57 76 24 15 66 81 19 - 86 86 14
Female 9 78 87 13 13 81 94 6 - 96 96 4
Male 32 32 63 37 17 53 69 31 - 76 76 24
Asian 23 54 77 23 18 73 91 9 - 86 86 14
Black < < < < < < < < < < < <
Hispanic < < < < < < < < - 90 90 10
White 24 65 88 12 16 68 84 16 - 95 95 5
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 29 21 50 50 23 15 38 62 < < < <
Students without Disabilities 14 75 89 11 13 78 91 9 - 89 89 11
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 14 63 77 23 14 71 84 16 - 89 89 11
English Learners 33 42 75 25 < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 60 96 4 26 68 95 5 48 48 96 4
Female 41 56 97 3 16 81 97 3 48 51 99 1
Male 31 63 94 6 35 58 92 8 48 46 94 6
Asian 46 54 100 0 32 65 97 3 60 39 99 1
Black 25 67 92 8 < < < < < < < <
Hispanic 9 73 82 18 8 77 85 15 18 73 91 9
White 27 65 92 8 21 74 95 5 39 56 95 5
Two or more races 45 55 100 0 25 75 100 0 60 40 100 0
Students with Disabilities 19 44 63 38 19 44 63 38 43 21 64 36
Students without Disabilities 38 62 99 1 27 71 98 2 48 51 99 1
Economically Disadvantaged 10 70 80 20 6 83 89 11 19 69 88 13
Not Economically Disadvantaged 37 59 97 3 29 66 95 5 51 46 97 3
English Learners 28 64 92 8 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 67 33 100 0 59 41 100 0 69 29 98 2
Female 65 35 100 0 71 29 100 0 56 41 96 4
Male 69 31 100 0 51 49 100 0 80 20 100 0
Asian 72 28 100 0 62 38 100 0 74 24 98 2
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 60 40 100 0 48 52 100 0 66 32 97 3
Two or more races < < 100 0 < < 100 0 70 30 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 66 34 100 0 59 41 100 0 69 29 98 2
Economically Disadvantaged 60 40 100 0 < < 100 0 60 40 100 0
Not Economically Disadvantaged 68 32 100 0 58 42 100 0 70 28 98 2
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 53 94 6 34 60 94 6 39 48 87 13
Female 43 51 94 6 27 70 98 2 36 49 86 14
Male 38 55 93 7 39 52 91 9 41 47 88 12
Asian 43 54 96 4 44 53 97 3 53 38 91 9
Black < < < < 18 55 73 27 < < < <
Hispanic 25 50 75 25 17 67 83 17 21 36 57 43
White 34 62 96 4 28 67 95 5 31 63 94 6
Two or more races < < 100 0 43 57 100 0 40 50 90 10
Students with Disabilities 18 41 59 41 20 33 53 47 36 27 64 36
Students without Disabilities 43 55 98 2 35 62 98 2 39 50 89 11
Economically Disadvantaged 17 75 92 8 13 75 88 13 7 71 79 21
Not Economically Disadvantaged 42 51 94 6 36 59 95 5 42 46 88 12
English Learners 34 56 91 9 < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 53 94 6 34 60 94 6 39 48 87 13
Female 43 51 94 6 27 70 98 2 36 49 86 14
Male 38 55 93 7 39 52 91 9 41 47 88 12
Asian 43 54 96 4 44 53 97 3 53 38 91 9
Black < < < < 18 55 73 27 < < < <
Hispanic 25 50 75 25 17 67 83 17 21 36 57 43
White 34 62 96 4 28 67 95 5 31 63 94 6
Two or more races < < 100 0 43 57 100 0 40 50 90 10
Students with Disabilities 18 41 59 41 20 33 53 47 36 27 64 36
Students without Disabilities 43 55 98 2 35 62 98 2 39 50 89 11
Economically Disadvantaged 17 75 92 8 13 75 88 13 7 71 79 21
Not Economically Disadvantaged 42 51 94 6 36 59 95 5 42 46 88 12
English Learners 34 56 91 9 < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 78 20 98 2 81 17 98 2 59 34 93 7
Female 78 22 100 0 80 19 99 1 57 34 90 10
Male 78 18 96 4 82 16 98 2 62 34 96 4
Asian 93 7 100 0 87 12 99 1 67 29 96 4
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 72 25 97 3 79 17 96 4 56 37 93 7
Two or more races 69 31 100 0 < < 100 0 50 50 100 0
Students with Disabilities 42 33 75 25 < < 100 0 43 29 71 29
Students without Disabilities 81 19 99 1 82 16 98 2 61 34 95 5
Economically Disadvantaged 60 30 90 10 75 25 100 0 38 56 94 6
Not Economically Disadvantaged 79 19 98 2 81 16 98 2 62 32 93 7
English Learners 81 19 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 79 20 98 2 81 17 98 2 59 34 93 7
Female 78 22 100 0 80 19 99 1 57 34 90 10
Male 79 18 97 3 81 16 98 2 62 34 96 4
Asian 93 7 100 0 87 12 99 1 67 29 96 4
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 72 25 97 3 79 17 96 4 56 37 93 7
Two or more races 69 31 100 0 < < 100 0 50 50 100 0
Students with Disabilities 45 36 82 18 < < 100 0 43 29 71 29
Students without Disabilities 81 19 99 1 82 16 98 2 61 34 95 5
Economically Disadvantaged < < 100 0 75 25 100 0 38 56 94 6
Not Economically Disadvantaged 79 19 98 2 81 17 98 2 62 32 93 7
English Learners 81 19 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School-55
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten133
Kindergarten9499101
Grade 189103106
Grade 210788106
Grade 3145158160
Grade 4187159172
Grade 5159190173
Grade 6185162189
Total Students9679621,010

< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students9679621010
Female453451479
Male514511531
Asian419417403
Black544153
Hispanic647078
Native Hawaiian13-
White372373413
Two or more races575762
Students with Disabilities737986
Students without Disabilities894883924
Economically Disadvantaged5088116
Not Economically Disadvantaged917874894
English Learners197185198
Not English Learners770777812
Homeless217
Military Connected282929
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division10,526.003,267.00606.00
State6,084.004,849.00812.00
2016-2017Division10,883.003,364.00649.00
State6,248.005,052.00871.00
2017-2018Division11,183.003,515.00662.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students917489273796056
Female428224351845629
Male489264921950427
American Indian--<<<<
Asian402183991239216
Black474450522
Hispanic621673715
Native Hawaiian<<<<--
White350233572038726
Two or more races552561577
Students with Disabilities776777887
Economically Disadvantaged6848751089
English Learners18891741117810
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian--0.1
Asian43.343.333.3
Black5.64.3
Hispanic6.67.3
Native Hawaiian0.10.3
White38.510038.833.3
Two or more races5.95.933.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.1
Asian43.343.3
Black5.64.3
Hispanic6.67.3
Native Hawaiian0.10.3
White38.538.8
Two or more races5.95.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian--0.1
Asian43.343.3
Black5.64.3
Hispanic6.67.3
Native Hawaiian0.10.3
White38.538.8
Two or more races5.95.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 6.79.110.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 5.38.217.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 66.45967.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
This School8.3%4.2%
Division6.7%2.4%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201721%79%0%0%
2017-201823%77%0%0%
2018-201925%75%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2018 ESSA Status: Not Identified for Support and Improvement
2018 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-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students93%94%73%75%
Asian96%97%87%75%
Black91%87%60%75%
Hispanic73%78%63%75%
White94%94%81%75%
Economically Disadvantaged81%86%62%75%
English Learners79%83%53%75%
Students with Disabilities65%67%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%93%74%70%
Asian96%97%89%70%
Black81%78%60%70%
Hispanic73%80%64%70%
White89%92%81%70%
Economically Disadvantaged78%83%63%70%
English Learners79%83%57%70%
Students with Disabilities61%64%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students94%
Asian97%
Black73%
Hispanic83%
White95%
Economically Disadvantaged88%
English Learners83%
Students with Disabilities53%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students95%92%
Asian96%96%
Black94%81%
Hispanic84%75%
White95%90%
Economically Disadvantaged84%80%
English Learners84%80%
Students with Disabilities76%61%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students4%4%9%10%
Asian3%3%5%10%
Black-5%9%10%
Hispanic4%3%9%10%
White5%6%9%10%
Economically Disadvantaged5%6%13%10%
English Learners6%5%8%10%
Students with Disabilities8%7%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress53%46%58%
English Learner Proficiency14%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress397353%
English Learner Proficiency149914%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%98%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%98%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
School 13%
Division 21%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 64%
State 81%
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