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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
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
School105
Number of recently arrived English language learners exempted from state reading assessments

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
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 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
Foster Care1
Military Connected282929
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 Students906379174892737
Female423234282243518
Male483144892649219
Asian38474021839912
Black574474450
Hispanic572621673
Native Hawaiian<<<<<<
White356233502335720
Two or more races511552561
Students with Disabilities864776777
Economically Disadvantaged715684875
English Learners1468188917411
Homeless<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
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 Indian0.104
Asian43.3343.34733.33
Black5.5844.262
Hispanic6.6187.277
Native Hawaiian0.1030.312
White38.46910038.77333.33
Two or more races5.8955.92533.33
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.104
Asian43.3343.347
Black5.5844.262
Hispanic6.6187.277
Native Hawaiian0.1030.312
White38.46938.773
Two or more races5.8955.925
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 Indian0.104
Asian43.3343.347
Black5.5844.262
Hispanic6.6187.277
Native Hawaiian0.1030.312
White38.46938.773
Two or more races5.8955.925
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 8.047.836.74
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 004.62
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 79.7578.0866.15
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 - - - 11.1% - 4.2%
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 Education6%3%
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
2015-201621%79%0%0%
2016-201721%79%0%0%
2017-201823%77%0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

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

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

< = 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 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%

< = 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 Students94%
Asian97%
Black73%
Hispanic83%
White95%
Economically Disadvantaged88%
English Learners83%
Students with Disabilities53%

< = 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 Students95%92%
Asian96%96%
Black94%81%
Hispanic84%75%
White95%90%
Economically Disadvantaged84%80%
English Learners84%80%
Students with Disabilities76%61%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students4%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%

< = 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 Progress53%46%58%
English Learner Proficiency14%--
< = 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 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---

< = 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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