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

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division453832
School003
Number of recently arrived English language learners exempted from state reading assessments

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
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 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
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
69.7 70.2 69.9

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
2014-20154,193.005,071.00582.00
2015-20164,452.005,110.00568.00
2016-20174,692.005,235.00607.00

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 Students740427995185755
Female353183842641724
Male387244152544031
American Indian<<<<<<
Asian202300323
Black126313801444
Hispanic10891251216118
Native Hawaiian<<<<<<
White417264353342627
Two or more races600675843
Students with Disabilities7778789310
Economically Disadvantaged154181452413929
English Learners4174975511
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
Offenses Against Student 13
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 13
Disorderly or Disruptive Behavior Offenses 15
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.47321.430.7638.33
Asian3.9013.595
Black15.95728.5715.90437.5
Hispanic16.3127.1419.60816.67
Native Hawaiian0.1180.327
White57.56535.7150.21833.33
Two or more races9.1027.149.5864.17
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

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 Indian0.4730.763
Asian3.9013.595
Black15.95715.904
Hispanic16.31219.608
Native Hawaiian0.1180.327
White57.56550.218
Two or more races9.1029.586
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 Indian0.4730.763
Asian3.9013.595
Black15.95715.904
Hispanic16.31219.608
Native Hawaiian0.1180.327
White57.56550.218
Two or more races9.1029.586
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 17.2617.9216.59
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 52.7646.1551.05
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 76.3880.4275.52
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 - 4.4% - 13.3% - 20%
Division
All Schools 2.7% 2.2% 11.3% 8% 15.4% 8.5%
High Poverty - - - - - -
Low Poverty - 2.2% - 7.6% - 9.1%
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 Education2%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201638%58%2%2%
2016-201750%50%0%0%
2017-201846%52%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-No-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoNo-No-
English LearnersNoYesYesNo-
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 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%

< = 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 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%

< = 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 Students88%
Asian<
Black89%
Hispanic66%
White94%
Economically Disadvantaged55%
English Learners25%
Students with Disabilities62%

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

< = 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 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%

< = 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 Progress64%46%58%
English Learner Proficiency22%--
< = 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 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---

< = 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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