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Winding Creek Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-658-6400
Address: 475 Winding Creek Rd Stafford, VA 22554
Principal: Ms. Rebecca R. Wardlow
Superintendent: Dr. Scott R. Kizner
School Number: 423
Region: 3
Division: Stafford County Public Schools
Division Number: 89
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 26 56 82 18 24 59 84 16 22 59 81 19
Female 29 57 86 14 26 61 87 13 23 60 83 17
Male 23 56 78 22 23 58 81 19 21 59 79 21
American Indian < < < < < < 100 0 < < 100 0
Asian 21 71 93 7 35 53 88 12 42 54 96 4
Black 19 54 73 27 10 69 79 21 14 60 74 26
Hispanic 14 58 72 28 11 61 72 28 12 56 68 33
Native Hawaiian < < < <
White 32 53 85 15 32 56 87 13 27 63 90 10
Two or more races 18 77 95 5 33 59 92 8 27 50 77 23
Students with Disabilities 10 40 50 50 15 37 52 48 10 38 48 52
Students without Disabilities 27 58 86 14 26 63 88 12 23 62 85 15
Economically Disadvantaged 9 55 64 36 9 48 57 43 4 54 59 41
Not Economically Disadvantaged 30 57 86 14 28 62 89 11 25 60 86 14
English Learners 13 47 60 40 - 25 25 75 - 27 27 73
Military Connected 28 62 90 10 27 59 85 15
Foster Care < < < <
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 21 54 75 25 20 58 78 22 16 55 72 28
Female 22 60 82 18 25 59 85 15 16 58 74 26
Male 20 49 70 30 15 58 73 27 16 53 69 31
Asian < < 100 0 < < < < < < 100 0
Black 4 58 62 38 10 75 85 15 6 53 59 41
Hispanic 18 55 73 27 16 48 65 35 10 49 59 41
Native Hawaiian < < 100 0
White 30 45 75 25 28 54 82 18 23 61 84 16
Two or more races 7 86 93 7 - 75 75 25 14 43 57 43
Students with Disabilities 9 27 36 64 22 39 61 39 - 30 30 70
Students without Disabilities 22 56 78 22 20 61 81 19 18 59 77 23
Economically Disadvantaged - 43 43 57 4 48 52 48 - 34 34 66
Not Economically Disadvantaged 25 56 81 19 23 60 83 17 20 60 80 20
English Learners 9 45 55 45 < < < < < < < <
Military Connected 24 61 84 16 8 68 76 24
Foster Care < < < <
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 27 53 80 20 20 65 85 15 21 62 83 17
Female 28 54 82 18 20 69 89 11 22 63 84 16
Male 26 52 78 22 20 63 83 18 20 62 81 19
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 14 50 64 36 7 66 72 28 14 62 76 24
Hispanic 8 50 58 42 4 81 85 15 9 55 64 36
Native Hawaiian < < < <
White 37 51 87 13 25 63 88 13 29 68 97 3
Two or more races 13 80 93 7 44 56 100 0 24 53 76 24
Students with Disabilities 13 38 50 50 6 31 38 63 20 30 50 50
Students without Disabilities 28 55 83 17 22 69 91 9 21 66 87 13
Economically Disadvantaged 4 44 48 52 5 64 68 32 3 63 66 34
Not Economically Disadvantaged 31 55 86 14 23 66 88 12 24 62 86 14
English Learners < < < < < < < < - 33 33 67
Military Connected 23 68 90 10 30 60 90 10
Foster Care < < < <
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 29 62 91 9 31 55 86 14 28 60 87 13
Female 35 58 93 7 31 56 88 12 31 59 90 10
Male 22 66 88 12 31 54 85 15 25 60 85 15
Asian < < < < < < 100 0 < < < <
Black 35 55 90 10 14 69 83 17 22 63 85 15
Hispanic 17 70 87 13 13 56 69 31 18 65 82 18
White 28 63 91 9 39 52 91 9 29 60 89 11
Two or more races 40 60 100 0 43 52 96 4 41 53 94 6
Students with Disabilities 9 48 57 43 14 39 54 46 10 55 65 35
Students without Disabilities 32 64 96 4 34 58 92 8 30 60 90 10
Economically Disadvantaged 17 68 85 15 15 38 53 47 10 65 74 26
Not Economically Disadvantaged 33 59 92 8 35 59 94 6 32 59 90 10
English Learners 15 62 77 23 < < < < < < < <
Military Connected 36 58 94 6 41 48 89 11
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
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 31 54 85 15 37 51 88 12 25 65 90 10
Female 27 58 85 15 32 56 88 12 20 70 90 10
Male 34 51 85 15 41 46 88 13 29 61 90 10
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 29 71 100 0 44 50 94 6 31 65 96 4
Black 21 55 76 24 23 64 86 14 13 73 86 14
Hispanic 24 53 77 23 22 56 78 22 13 66 79 21
Native Hawaiian < < < <
White 36 52 88 12 47 43 91 9 36 62 98 2
Two or more races 25 64 89 11 35 55 90 10 27 60 88 13
Students with Disabilities 14 51 65 35 24 34 58 42 18 47 65 35
Students without Disabilities 33 55 87 13 39 53 92 8 26 68 93 7
Economically Disadvantaged 16 51 67 33 11 48 59 41 7 71 77 23
Not Economically Disadvantaged 34 55 89 11 42 51 93 7 29 64 93 7
English Learners 10 63 73 27 - 38 38 63 - 63 63 37
Military Connected 43 51 94 6 39 57 96 4
Foster Care < < < <
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 18 56 74 26 26 57 83 17 14 72 86 14
Female 14 60 74 26 23 61 83 17 12 73 85 15
Male 22 53 74 26 30 53 84 16 16 70 86 14
Asian < < 100 0 < < < < < < < <
Black - 54 54 46 11 74 84 16 6 68 74 26
Hispanic 19 43 62 38 24 48 73 27 8 67 74 26
Native Hawaiian < < 100 0
White 29 53 82 18 29 60 89 11 23 76 99 1
Two or more races - 77 77 23 43 36 79 21 7 71 79 21
Students with Disabilities 9 45 55 45 26 37 63 37 5 50 55 45
Students without Disabilities 19 57 76 24 26 60 86 14 15 75 90 10
Economically Disadvantaged - 43 43 57 8 46 54 46 3 69 72 28
Not Economically Disadvantaged 22 58 80 20 30 59 89 11 16 72 88 12
English Learners - 60 60 40 - 45 45 55 < < < <
Military Connected 34 58 92 8 16 76 92 8
Foster Care < < 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 36 51 87 13 33 55 88 12 28 61 90 10
Female 30 55 85 15 25 63 88 12 23 65 88 13
Male 41 48 90 10 39 49 88 12 34 58 92 8
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 27 55 82 18 19 66 84 16 14 72 86 14
Hispanic 24 52 76 24 15 65 81 19 13 66 79 21
Native Hawaiian < < < <
White 41 49 90 10 44 46 90 10 45 54 99 1
Two or more races 36 57 93 7 33 60 93 7 29 59 88 12
Students with Disabilities 13 44 56 44 12 35 47 53 35 25 60 40
Students without Disabilities 39 52 91 9 35 58 93 7 28 66 94 6
Economically Disadvantaged 20 36 56 44 - 64 64 36 6 72 78 22
Not Economically Disadvantaged 39 54 93 7 38 54 92 8 33 59 93 7
English Learners < < < < < < < < - 67 67 33
Military Connected 39 55 94 6 50 50 100 0
Foster Care < < < <
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 36 55 92 8 48 42 91 9 31 63 94 6
Female 35 58 93 7 45 46 91 9 26 71 98 2
Male 38 52 90 10 52 39 90 10 35 55 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black 33 57 90 10 34 55 90 10 17 78 95 5
Hispanic 29 63 92 8 26 55 81 19 21 65 85 15
White 38 53 91 9 63 29 92 8 38 59 96 4
Two or more races < < 100 0 32 64 95 5 41 53 94 6
Students with Disabilities 17 58 75 25 31 31 62 38 15 65 80 20
Students without Disabilities 40 55 95 5 51 44 95 5 33 63 96 4
Economically Disadvantaged 23 65 88 13 21 39 61 39 10 71 81 19
Not Economically Disadvantaged 41 52 93 7 54 43 97 3 36 61 97 3
English Learners 14 79 93 7 < < < < < < < <
Military Connected 57 40 97 3 48 48 96 4
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 29 56 85 15 20 69 88 12 28 59 87 13
Female 24 64 87 13 11 77 89 11 24 66 90 10
Male 35 47 82 18 27 61 88 12 32 53 85 15
Asian < < < < < < 100 0 < < 100 0
Black 27 57 83 17 11 79 89 11 17 63 80 20
Hispanic 17 67 83 17 9 56 66 34 24 56 79 21
White 31 53 84 16 27 67 94 6 33 60 93 7
Two or more races 40 60 100 0 14 82 95 5 41 47 88 12
Students with Disabilities 13 35 48 52 19 42 62 38 20 35 55 45
Students without Disabilities 31 60 91 9 20 73 93 7 29 62 91 9
Economically Disadvantaged 21 60 81 19 3 52 55 45 10 65 74 26
Not Economically Disadvantaged 31 55 86 14 23 72 95 5 32 58 90 10
English Learners 21 57 79 21 < < < < < < < <
Military Connected 17 78 94 6 41 44 85 15
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 29 56 85 15 20 69 88 12 28 59 87 13
Female 24 64 87 13 11 77 89 11 24 66 90 10
Male 35 47 82 18 27 61 88 12 32 53 85 15
Asian < < < < < < 100 0 < < 100 0
Black 27 57 83 17 11 79 89 11 17 63 80 20
Hispanic 17 67 83 17 9 56 66 34 24 56 79 21
White 31 53 84 16 27 67 94 6 33 60 93 7
Two or more races 40 60 100 0 14 82 95 5 41 47 88 12
Students with Disabilities 13 35 48 52 19 42 62 38 20 35 55 45
Students without Disabilities 31 60 91 9 20 73 93 7 29 62 91 9
Economically Disadvantaged 21 60 81 19 3 52 55 45 10 65 74 26
Not Economically Disadvantaged 31 55 86 14 23 72 95 5 32 58 90 10
English Learners 21 57 79 21 < < < < < < < <
Military Connected 17 78 94 6 41 44 85 15
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 46 47 93 7 51 43 95 5 49 44 93 7
Female 43 50 93 7 44 51 95 5 43 48 92 8
Male 48 45 93 7 58 37 95 5 54 40 94 6
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 32 55 86 14 42 45 87 13 31 62 93 7
Hispanic 22 57 78 22 48 44 92 8 31 64 94 6
Native Hawaiian < < < <
White 55 42 97 3 50 47 97 3 66 28 93 7
Two or more races 40 60 100 0 65 35 100 0 41 47 88 12
Students with Disabilities 19 63 81 19 19 50 69 31 38 25 63 38
Students without Disabilities 49 45 94 6 55 43 98 2 50 46 96 4
Economically Disadvantaged 13 61 74 26 29 62 90 10 28 56 84 16
Not Economically Disadvantaged 52 45 96 4 55 40 95 5 52 42 94 6
English Learners < < < < < < 100 0 < < 100 0
Military Connected 58 36 94 6 69 31 100 0
Foster Care < < < <
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 45 47 93 7 51 43 95 5 49 44 93 7
Female 43 50 93 7 44 51 95 5 43 48 92 8
Male 48 45 93 7 58 37 95 5 54 40 94 6
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 32 55 86 14 42 45 87 13 31 62 93 7
Hispanic 22 57 78 22 48 44 92 8 31 64 94 6
Native Hawaiian < < < <
White 55 42 97 3 50 47 97 3 66 28 93 7
Two or more races 40 60 100 0 65 35 100 0 41 47 88 12
Students with Disabilities 13 67 80 20 19 50 69 31 38 25 63 38
Students without Disabilities 49 45 94 6 55 43 98 2 50 46 96 4
Economically Disadvantaged 13 61 74 26 29 62 90 10 28 56 84 16
Not Economically Disadvantaged 51 45 96 4 55 40 95 5 52 42 94 6
English Learners < < < < < < 100 0 < < 100 0
Military Connected 58 36 94 6 69 31 100 0
Foster Care < < < <
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
Geography 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
< = 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-3-
Division383228
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-kindergarten381724
Kindergarten116119140
Grade 1135145140
Grade 2123149157
Grade 3142155165
Grade 4159156169
Grade 5162177177
Total Students875918972

< = 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 Students875918972
Female418444469
Male457474503
American Indian474
Asian333344
Black135146183
Hispanic138180205
Native Hawaiian133
White487461451
Two or more races778882
Students with Disabilities869497
Students without Disabilities789824875
Economically Disadvantaged179169195
Not Economically Disadvantaged696749777
English Learners526269
Not English Learners823856903
Homeless72-
Military Connected171191172
< = 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
2015-2016Division4,444.005,119.00568.00
State6,084.004,849.00812.00
2016-2017Division4,683.005,244.00607.00
State6,248.005,052.00871.00
2017-2018Division4,212.005,400.00632.00
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 Students799518575592658
Female384264172445127
Male415254403147531
American Indian<<<<<<
Asian300323425
Black138014441824
Hispanic125121611819210
Native Hawaiian<<<<<<
White435334262742233
Two or more races675843835
Students with Disabilities87893109910
Economically Disadvantaged145241392918023
English Learners4975511714
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
Offenses Against Student 13
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 13
Disorderly or Disruptive Behavior Offenses 15
Technology Offenses <

< = 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 Indian0.521.40.88.3
Asian3.93.6
Black1628.615.937.5
Hispanic16.37.119.616.7
Native Hawaiian0.10.3
White57.635.750.233.3
Two or more races9.17.19.64.2
< = 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 Indian0.50.8
Asian3.93.6
Black1615.9
Hispanic16.319.6
Native Hawaiian0.10.3
White57.650.2
Two or more races9.19.6
< = 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 Indian0.50.8
Asian3.93.6
Black1615.9
Hispanic16.319.6
Native Hawaiian0.10.3
White57.650.2
Two or more races9.19.6
< = 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 16.615.416.1
< = 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 51.357.848.2
< = 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 75.269.174.5
< = 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 School14.6%0%
Division9.6%1.3%
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
2016-201746%54%0%0%
2017-201844%54%0%2%
2018-201941%59%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-No-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoNo-No-
English LearnersNoYesYesNo-
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 Students84%81%73%75%
Asian88%92%87%75%
Black79%75%60%75%
Hispanic72%68%63%75%
White87%84%81%75%
Economically Disadvantaged57%59%62%75%
English Learners48%48%53%75%
Students with Disabilities52%48%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 Students88%83%74%70%
Asian94%98%89%70%
Black86%77%60%70%
Hispanic79%73%64%70%
White91%87%81%70%
Economically Disadvantaged59%61%63%70%
English Learners57%61%57%70%
Students with Disabilities58%58%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 Students88%
Asian<
Black89%
Hispanic66%
White94%
Economically Disadvantaged55%
English Learners25%
Students with Disabilities62%

< = 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 Students88%90%
Asian88%94%
Black83%89%
Hispanic81%81%
White90%92%
Economically Disadvantaged70%65%
English Learners61%63%
Students with Disabilities73%65%

< = 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 Students6%6%9%10%
Asian9%6%5%10%
Black3%2%9%10%
Hispanic10%9%9%10%
White6%6%9%10%
Economically Disadvantaged17%14%13%10%
English Learners17%15%8%10%
Students with Disabilities10%9%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 Progress64%46%58%
English Learner Proficiency22%--

< = 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 Progress253964%
English Learner Proficiency115122%

ESSA Participation Rates

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

< = 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 14%
Division 20%
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 88%
Division 83%
State 81%
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