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Alice West Fleet Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-228-5820
Address: 115 S Old Glebe Road Arlington, VA 22204
Principal: Francis Legagneur
Superintendent: Francisco Duran
School Number: 160
Region: 4
Division: Arlington County Public Schools
Division Number: 7
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

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

Math Performance: All Students

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 57 78 22 16 64 80 20 15 53 68 32
Female 23 50 73 27 11 65 76 24 15 58 73 28
Male 19 65 84 16 21 63 84 16 14 50 64 36
Asian < < < < < < < < 15 62 77 23
Black < < < < 6 69 75 25 < < < <
Hispanic 8 58 65 35 3 70 73 27 7 48 55 45
Native Hawaiian < < 100 0 < < 100 0
White 28 59 88 13 40 48 88 12 26 58 84 16
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 10 30 40 60 7 33 40 60 12 29 41 59
Students without Disabilities 23 61 83 17 18 71 89 11 15 58 73 27
Economically Disadvantaged 11 52 63 37 - 70 70 30 3 43 47 53
Not Economically Disadvantaged 26 59 85 15 25 60 85 15 20 58 77 23
English Learners 10 57 67 33 - 45 45 55 - 13 13 87
Military Connected < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 57 78 22 16 64 80 20 15 53 68 32
Female 23 50 73 27 11 65 76 24 15 58 73 28
Male 19 65 84 16 21 63 84 16 14 50 64 36
Asian < < < < < < < < 15 62 77 23
Black < < < < 6 69 75 25 < < < <
Hispanic 8 58 65 35 3 70 73 27 7 48 55 45
Native Hawaiian < < 100 0 < < 100 0
White 28 59 88 13 40 48 88 12 26 58 84 16
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 10 30 40 60 7 33 40 60 12 29 41 59
Students without Disabilities 23 61 83 17 18 71 89 11 15 58 73 27
Economically Disadvantaged 11 52 63 37 - 70 70 30 3 43 47 53
Not Economically Disadvantaged 26 59 85 15 25 60 85 15 20 58 77 23
English Learners 10 57 67 33 - 45 45 55 - 13 13 87
Military Connected < < < < < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 55 44 98 2 44 43 88 13 57 36 93 7
Female 50 50 100 0 52 45 97 3 57 35 92 8
Male 59 38 97 3 39 41 80 20 58 37 95 5
Asian < < 100 0 40 60 100 0 < < 100 0
Black 58 42 100 0 < < < < < < < <
Hispanic 37 58 95 5 24 67 90 10 24 62 86 14
White 64 36 100 0 59 25 84 16 79 18 97 3
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 18 73 91 9 43 7 50 50 40 30 70 30
Students without Disabilities 63 37 100 0 45 52 97 3 60 37 97 3
Economically Disadvantaged 53 47 100 0 29 59 88 12 38 54 92 8
Not Economically Disadvantaged 56 42 98 2 49 38 87 13 61 32 94 6
English Learners 59 41 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 54 44 98 2 45 44 89 11 57 36 93 7
Female 48 52 100 0 52 45 97 3 57 35 92 8
Male 59 38 97 3 40 43 83 18 58 37 95 5
Asian < < 100 0 40 60 100 0 < < 100 0
Black 58 42 100 0 < < < < < < < <
Hispanic 33 61 94 6 24 67 90 10 24 62 86 14
White 64 36 100 0 61 26 87 13 79 18 97 3
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 10 80 90 10 46 8 54 46 40 30 70 30
Students without Disabilities 63 37 100 0 45 52 97 3 60 37 97 3
Economically Disadvantaged 50 50 100 0 29 59 88 12 38 54 92 8
Not Economically Disadvantaged 56 42 98 2 50 39 89 11 61 32 94 6
English Learners 56 44 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School624
Division228129169
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten373482
Kindergarten10892107
Grade 11179887
Grade 211110990
Grade 3100109102
Grade 410292101
Grade 58610289
Total Students661636658

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students661636658
Female299299316
Male362337342
American Indian1--
Asian817563
Black705769
Hispanic213209185
Native Hawaiian222
White252253288
Multiple Races424051
Students with Disabilities9693101
Students without Disabilities565543557
Economically Disadvantaged209202189
Not Economically Disadvantaged452434469
English Learners252239224
Not English Learners409397434
Homeless15-
Military Connected413354
Foster Care1-2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students561315912357432
Female260132641027511
Male301183271329921
American Indian<<<<--
Asian667643653
Black641582523
Hispanic17611192617616
Native Hawaiian<<<<<<
White22010231112419
Multiple Races322431381
Students with Disabilities8951044846
Economically Disadvantaged18212180716218
English Learners21013211620616
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

-1 Offenses
  Number of Offenses

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.2--
Asian11.412.311.8
Black11.910.69
Hispanic31.932.232.9
Native Hawaiian0.30.30.3
White38.510038.139.8
Multiple Races5.76.46.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.2
Asian11.412.311.8
Black11.910.69
Hispanic31.932.232.9
Native Hawaiian0.30.30.3
White38.538.139.8
Multiple Races5.76.46.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.2--
Asian11.412.311.8
Black11.910.69
Hispanic31.932.232.9
Native Hawaiian0.30.30.3
White38.538.139.8
Multiple Races5.76.46.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 31.629.829.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 17.617.931.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 78.376.178.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201830%67%2%1%
2018-201930%66%3%1%
2019-202028%65%5%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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