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Woodley Hills Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-799-2000
Address: 8718 Old Mt Vernon Rd Alexandria, VA 22309
Principal: Ms. Sharon D. Aldredge
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division: Fairfax County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

Science

Science Performance: All Students

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
School8132
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten242322
Kindergarten779285
Grade 1917990
Grade 2879082
Grade 3858280
Grade 4959082
Grade 58310483
Grade 69288104
Total Students634648628
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 Students634648628
Female315306312
Male319342316
Asian333230
Black104104110
Hispanic364376356
Native Hawaiian121
White114117116
Two or more races181513
Students with Disabilities848393
Students without Disabilities550565535
Economically Disadvantaged328444439
Not Economically Disadvantaged306204189
English Learners377390377
Not English Learners257258251
Homeless444
Foster Care322
Military Connected313534
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.8 68 68.8

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00
2016-201710,901.003,346.00649.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students695625417956957
Female337332624226924
Male358292793730033
Asian314302284
Black1341945957
Hispanic378503065532636
White130699131057
Two or more races221123122
Students with Disabilities941063207820
Economically Disadvantaged472543846140343
English Learners415463315635736
Homeless<<273<<
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
Alcohol, Tobacco, and Other Drug Offenses 11
Disorderly or Disruptive Behavior Offenses 19
Other Offenses Against Persons 16
Offenses Against Student <
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.309
Asian5.2054.938
Black16.40421.4316.04923.33
Hispanic57.41378.5758.02573.33
Native Hawaiian0.1580.309
White17.98118.0563.33
Two or more races2.8392.315
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 Indian0.309
Asian5.2054.938
Black16.40416.049
Hispanic57.41358.025
Native Hawaiian0.1580.309
White17.98118.056
Two or more races2.8392.315
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 Indian0.309
Asian5.2054.938
Black16.40416.049
Hispanic57.41358.025
Native Hawaiian0.1580.309
White17.98118.056
Two or more races2.8392.315
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 68.6766.164.59
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 62.3361.158.21
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 89.1391.1685.99
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 - - 10.8% - 4.6% -
Division
All Schools 1.9% 3.2% 7.4% 8% 4.8% 4.3%
High Poverty 1.5% 8.6% 7.1% 10.3% 4.9% 5.2%
Low Poverty - 2.3% - 7.7% - 4.5%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education4%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201631%65%1%3%
2016-201737%59%1%3%
2017-201835%60%1%4%
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 StudentsNoNo-Yes-
AsianTSTS-No-
BlackYesYes-Yes-
HispanicNoNo-No-
WhiteYesYes-Yes-
Economically DisadvantagedNoNo-Yes-
English LearnersNoNoYesNo-
Students with DisabilitiesYesYes-No-

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

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.
ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students57%61%73%75%
Asian61%83%87%75%
Black58%60%60%75%
Hispanic46%52%63%75%
White86%87%81%75%
Economically Disadvantaged45%52%62%75%
English Learners40%49%53%75%
Students with Disabilities58%56%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 Students62%62%74%70%
Asian74%88%89%70%
Black64%59%60%70%
Hispanic53%54%64%70%
White84%82%81%70%
Economically Disadvantaged53%54%63%70%
English Learners51%52%57%70%
Students with Disabilities54%53%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 Students72%
Asian<
Black100%
Hispanic63%
White84%
Economically Disadvantaged65%
English Learners60%
Students with Disabilities70%

< = 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 Students62%70%
Asian67%84%
Black61%68%
Hispanic53%64%
White88%84%
Economically Disadvantaged52%63%
English Learners47%63%
Students with Disabilities65%61%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students9%10%9%10%
Asian13%10%5%10%
Black7%4%9%10%
Hispanic10%12%9%10%
White6%7%9%10%
Economically Disadvantaged10%11%13%10%
English Learners9%11%8%10%
Students with Disabilities20%18%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress58%46%58%
English Learner Proficiency9%--
< = 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 Progress13022558%
English Learner Proficiency263059%
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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