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Archer Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-937-6200
Address: 324 Nutley St NW Vienna, VA 22180
Principal: Ms. Michelle Makrigiorgos
Superintendent: Dr. Scott S. Brabrand
School Number: 110
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
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

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
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 47 43 90 10 47 44 91 9 46 46 91 9
Female 52 41 93 7 47 44 91 9 52 40 92 8
Male 43 45 88 12 47 45 91 9 40 50 91 9
American Indian < < < < < < 100 0 < < 100 0
Asian 52 44 96 4 51 48 99 1 55 44 98 2
Black < < < < < < 100 0 < < < <
Hispanic 15 44 59 41 21 38 59 41 28 36 64 36
White 50 43 93 7 50 45 95 5 45 50 94 6
Multiple Races 65 32 97 3 66 34 100 0 53 47 100 0
Students with Disabilities 29 40 68 32 24 55 79 21 24 57 81 19
Students without Disabilities 50 44 93 7 50 43 93 7 48 44 93 7
Economically Disadvantaged 5 43 48 52 6 38 44 56 6 41 47 53
Not Economically Disadvantaged 51 43 94 6 52 45 97 3 50 46 97 3
English Learners 14 43 57 43 - 29 29 71 - 15 15 85
Homeless < < < < < < < < < < < <
Military Connected 50 50 100 0 44 44 89 11
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 40 46 86 14 39 51 90 10 39 50 90 10
Female 58 37 95 5 35 51 86 14 47 45 91 9
Male 28 52 80 20 42 51 93 7 35 54 89 11
Asian 40 48 88 12 39 57 96 4 49 46 94 6
Hispanic - 36 36 64 19 38 56 44 29 43 71 29
White 49 47 96 4 42 53 95 5 38 51 89 11
Multiple Races < < 100 0 < < 100 0 33 67 100 0
Students with Disabilities 33 47 80 20 40 50 90 10 31 62 92 8
Students without Disabilities 41 46 87 13 39 51 90 10 41 49 90 10
Economically Disadvantaged < < < < - 30 30 70 < < < <
Not Economically Disadvantaged 43 48 92 8 43 53 96 4 42 50 93 7
English Learners 7 14 21 79 - 18 18 82 - 30 30 70
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 34 52 86 14 48 42 90 10 49 44 93 7
Female 28 60 88 12 58 36 94 6 56 35 91 9
Male 38 47 85 15 41 46 87 13 43 52 95 5
Asian 33 64 97 3 44 56 100 0 52 48 100 0
Hispanic 18 41 59 41 24 29 52 48 38 25 63 38
White 38 52 89 11 56 41 97 3 49 48 97 3
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 24 47 71 29 23 69 92 8 31 54 85 15
Students without Disabilities 36 53 89 11 51 38 90 10 51 43 94 6
Economically Disadvantaged 5 47 53 47 7 29 36 64 - 42 42 58
Not Economically Disadvantaged 40 53 93 7 54 43 97 3 55 44 99 1
English Learners 7 48 56 44 - 33 33 67 - 20 20 80
Military Connected < < 100 0 < < 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 57 36 93 7 49 41 90 10 52 40 91 9
Female 63 30 94 6 41 49 90 10 63 32 95 5
Male 49 42 92 8 54 37 90 10 43 46 89 11
American Indian < < 100 0
Asian 74 26 100 0 61 39 100 0 75 25 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 21 57 79 21 22 33 56 44 22 44 67 33
White 55 37 92 8 47 49 96 4 49 45 94 6
Multiple Races 83 17 100 0 < < 100 0 < < 100 0
Students with Disabilities 28 28 56 44 29 47 76 24 10 70 80 20
Students without Disabilities 62 38 99 1 53 40 93 7 55 37 92 8
Economically Disadvantaged < < < < 13 38 50 50 - 38 38 62
Not Economically Disadvantaged 60 36 96 4 56 42 98 2 58 40 97 3
English Learners 20 50 70 30 < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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
All Students 54 40 94 6 50 43 94 6 41 50 91 9
Female 52 41 93 7 51 41 93 7 40 51 91 9
Male 56 40 95 5 49 46 95 5 42 49 91 9
Asian 66 31 97 3 59 41 100 0 43 57 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < 19 56 75 25 26 32 58 42
White 54 41 95 5 55 39 95 5 40 57 98 2
Multiple Races < < 100 0 50 50 100 0 < < 100 0
Students with Disabilities 31 38 69 31 11 56 67 33 22 50 72 28
Students without Disabilities 57 40 97 3 57 41 98 2 45 50 95 5
Economically Disadvantaged < < < < - 60 60 40 19 38 56 44
Not Economically Disadvantaged 57 39 96 4 55 42 97 3 45 52 98 2
English Learners 23 54 77 23 < < < < < < < <
Military Connected < < 100 0 < < < <
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 50 43 93 7 51 40 91 9 49 45 94 6
Female 46 46 92 8 49 40 89 11 43 51 94 6
Male 53 40 93 7 53 40 93 7 54 40 95 5
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 68 32 99 1 69 31 99 1 66 33 99 1
Black < < < < < < < < < < < <
Hispanic 18 50 68 32 21 43 64 36 15 58 73 27
White 48 47 95 5 50 45 95 5 50 48 97 3
Multiple Races 74 26 100 0 72 28 100 0 53 47 100 0
Students with Disabilities 25 43 68 32 31 39 69 31 26 57 83 17
Students without Disabilities 54 42 96 4 54 40 94 6 52 43 96 4
Economically Disadvantaged 12 52 64 36 12 38 50 50 6 59 65 35
Not Economically Disadvantaged 54 42 96 4 56 40 96 4 54 43 98 2
English Learners 22 51 73 27 13 28 41 59 6 38 44 56
Homeless < < < < < < < < < < 100 0
Military Connected 50 50 100 0 44 44 89 11
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 35 56 92 8 45 43 88 12 43 54 97 3
Female 36 57 93 7 38 46 85 15 36 60 96 4
Male 34 56 91 9 51 41 92 8 47 50 97 3
Asian 46 54 100 0 71 25 96 4 54 46 100 0
Hispanic - 64 64 36 6 50 56 44 14 71 86 14
White 33 61 95 5 43 49 92 8 42 55 96 4
Multiple Races < < 100 0 < < 100 0 47 53 100 0
Students with Disabilities 20 53 73 27 40 30 70 30 38 62 100 0
Students without Disabilities 38 57 95 5 46 45 90 10 43 53 96 4
Economically Disadvantaged < < < < - 36 36 64 < < < <
Not Economically Disadvantaged 38 56 94 6 50 44 94 6 46 51 97 3
English Learners 7 67 73 27 8 17 25 75 10 60 70 30
Military Connected < < 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 62 28 91 9 68 25 92 8 63 33 96 4
Female 49 38 87 13 68 24 92 8 58 37 95 5
Male 71 22 93 7 68 25 93 7 68 29 97 3
Asian 76 21 97 3 85 15 100 0 81 19 100 0
Hispanic 33 33 67 33 24 43 67 33 19 50 69 31
White 63 30 93 7 73 25 98 2 63 37 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 35 35 71 29 46 38 85 15 38 46 85 15
Students without Disabilities 67 27 94 6 70 23 93 7 66 31 97 3
Economically Disadvantaged 21 42 63 37 14 36 50 50 8 50 58 42
Not Economically Disadvantaged 70 26 96 4 75 23 98 2 69 31 100 0
English Learners 31 41 72 28 20 27 47 53 9 45 55 45
Military Connected < < 100 0 < < 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 24 53 78 22 19 58 78 22 8 71 80 20
Female 38 42 79 21 24 47 71 29 5 77 82 18
Male 12 64 76 24 16 68 84 16 11 67 78 22
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < 100 0 < < < <
Hispanic - 55 55 45 13 47 60 40 - 58 58 42
White 28 56 84 16 27 60 87 13 12 76 88 12
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 9 9 18 82 10 50 60 40 < < < <
Students without Disabilities 29 66 95 5 23 62 85 15 9 72 81 19
Economically Disadvantaged < < < < 20 47 67 33 - 50 50 50
Not Economically Disadvantaged 29 55 83 17 19 67 86 14 11 78 89 11
English Learners - 50 50 50 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 54 97 3 33 58 91 9 50 44 94 6
Female 40 55 96 4 26 60 87 13 40 55 95 5
Male 46 52 98 2 38 57 94 6 59 34 93 7
Asian 57 43 100 0 50 50 100 0 75 25 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < 13 47 60 40 10 62 71 29
White 41 57 98 2 27 65 92 8 53 45 98 2
Multiple Races 73 27 100 0 < < 100 0 < < 100 0
Students with Disabilities 24 65 88 12 16 37 53 47 13 53 67 33
Students without Disabilities 46 52 98 2 36 62 98 2 55 43 98 2
Economically Disadvantaged < < < < 8 33 42 58 7 60 67 33
Not Economically Disadvantaged 45 52 98 2 35 61 96 4 56 42 98 2
English Learners 17 75 92 8 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 79 21 100 0 81 19 100 0 66 34 100 0
Female 76 24 100 0 80 20 100 0 62 38 100 0
Male 81 19 100 0 82 18 100 0 68 32 100 0
Asian 86 14 100 0 88 12 100 0 73 27 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 78 22 100 0 71 29 100 0 59 41 100 0
Multiple Races < < 100 0 100 - 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 79 21 100 0 84 16 100 0 70 30 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 80 20 100 0 81 19 100 0 66 34 100 0
Military Connected < < 100 0 < < 100 0
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 59 33 91 9 47 40 88 13 49 40 90 10
Female 62 29 90 10 27 61 88 12 50 41 91 9
Male 55 37 92 8 60 27 87 13 49 40 89 11
American Indian < < 100 0
Asian 84 16 100 0 45 55 100 0 72 25 97 3
Black < < 100 0 < < 100 0 < < < <
Hispanic 20 33 53 47 11 28 39 61 17 44 61 39
White 58 37 95 5 57 38 96 4 45 49 94 6
Multiple Races 75 25 100 0 < < 100 0 < < 100 0
Students with Disabilities 28 33 61 39 29 53 82 18 10 70 80 20
Students without Disabilities 64 32 96 4 51 38 89 11 53 38 91 9
Economically Disadvantaged < < < < 6 25 31 69 8 23 31 69
Not Economically Disadvantaged 62 33 95 5 55 43 98 2 54 42 96 4
English Learners 19 33 52 48 < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
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 59 33 91 9 47 40 88 13 49 40 90 10
Female 62 29 90 10 27 61 88 12 50 41 91 9
Male 55 37 92 8 60 27 87 13 49 40 89 11
American Indian < < 100 0
Asian 84 16 100 0 45 55 100 0 72 25 97 3
Black < < 100 0 < < 100 0 < < < <
Hispanic 20 33 53 47 11 28 39 61 17 44 61 39
White 58 37 95 5 57 38 96 4 45 49 94 6
Multiple Races 75 25 100 0 < < 100 0 < < 100 0
Students with Disabilities 28 33 61 39 29 53 82 18 10 70 80 20
Students without Disabilities 64 32 96 4 51 38 89 11 53 38 91 9
Economically Disadvantaged < < < < 6 25 31 69 8 23 31 69
Not Economically Disadvantaged 62 33 95 5 55 43 98 2 54 42 96 4
English Learners 19 33 52 48 < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
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 56 36 92 8 78 22 100 0 73 27 100 0
Female 45 42 87 13 83 17 100 0 71 29 100 0
Male 63 32 95 5 74 26 100 0 76 24 100 0
Asian 71 26 97 3 89 11 100 0 81 19 100 0
Hispanic < < < < 70 30 100 0 < < 100 0
White 52 38 90 10 74 26 100 0 70 30 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 29 43 71 29 42 58 100 0 40 60 100 0
Students without Disabilities 60 35 95 5 83 17 100 0 77 23 100 0
Economically Disadvantaged < < < < < < 100 0 < < 100 0
Not Economically Disadvantaged 60 34 93 7 78 22 100 0 75 25 100 0
English Learners 23 54 77 23 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 56 36 92 8 78 22 100 0 73 27 100 0
Female 45 42 87 13 83 17 100 0 71 29 100 0
Male 63 32 95 5 74 26 100 0 76 24 100 0
Asian 71 26 97 3 89 11 100 0 81 19 100 0
Hispanic < < < < 70 30 100 0 < < 100 0
White 52 38 90 10 74 26 100 0 70 30 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 29 43 71 29 42 58 100 0 40 60 100 0
Students without Disabilities 60 35 95 5 83 17 100 0 77 23 100 0
Economically Disadvantaged < < < < < < 100 0 < < 100 0
Not Economically Disadvantaged 60 34 93 7 78 22 100 0 75 25 100 0
English Learners 23 54 77 23 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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
Civics & Econ 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
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School-13
Division1,2568501,072
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
Kindergarten516339
Grade 1635261
Grade 2626450
Grade 311312391
Grade 4117117114
Grade 5108131109
Grade 6127102123
Pre-kindergarten-2-
Total Students641654587

< = 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 Students641654587
Female288290263
Male353364324
American Indian111
Asian148170158
Black847
Hispanic9910581
White343330300
Multiple Races424440
Students with Disabilities817459
Students without Disabilities560580528
Economically Disadvantaged809156
Not Economically Disadvantaged561563531
English Learners12011689
Not English Learners521538498
Homeless211
Military Connected222217
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

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 Students654236212362919
Female294728392818
Male360163381434811
American Indian<<<<<<
Asian146015021672
Black111<<<<
Hispanic843984983
Native Hawaiian<<----
White366183221731613
Multiple Races460420440
Students with Disabilities794822713
Economically Disadvantaged813824795
English Learners123212041046
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

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Weapons Offenses <
Offenses Against Student <

< = 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 Indian0.10.20.2
Asian21.52523.126
Black1.81.20.6
Hispanic11.82515.416.1
Native Hawaiian0.1----
White57.85053.550.5100
Multiple Races6.96.66.7
< = 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 Indian0.10.20.2
Asian21.523.126
Black1.81.20.6
Hispanic11.815.416.1
Native Hawaiian0.1
White57.853.550.5
Multiple Races6.96.66.7
< = 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 Indian0.10.20.2
Asian21.523.126
Black1.81.20.6
Hispanic11.815.416.1
Native Hawaiian0.1----
White57.853.550.5
Multiple Races6.96.66.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 11.312.713
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 31.92822.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 7978.580.4
< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201733%65%0%2%
2017-201833%65%0%2%
2018-201932%66%0%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

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackTSTS-TS-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersNoYesYesYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students92%91%73%75%
Asian98%98%87%75%
Black<88%60%75%
Hispanic64%61%63%75%
White95%95%81%75%
Economically Disadvantaged48%46%62%75%
English Learners50%54%53%75%
Students with Disabilities81%76%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. 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: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students94%92%74%70%
Asian99%99%89%70%
Black<76%60%70%
Hispanic72%67%64%70%
White97%95%81%70%
Economically Disadvantaged64%57%63%70%
English Learners66%64%57%70%
Students with Disabilities83%73%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. 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. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. 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 Pass Rates: Science

Student GroupCurrent Rate
All Students90%
Asian97%
Black<
Hispanic58%
White95%
Economically Disadvantaged31%
English Learners38%
Students with Disabilities80%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students92%95%
Asian98%99%
Black<<
Hispanic69%78%
White95%97%
Economically Disadvantaged54%70%
English Learners56%72%
Students with Disabilities85%87%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students3%3%9%10%
Asian1%1%5%10%
Black<8%9%10%
Hispanic3%3%9%10%
White4%5%9%10%
Economically Disadvantaged6%5%13%10%
English Learners5%3%8%10%
Students with Disabilities4%4%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress52%46%58%
English Learner Proficiency10%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress305852%
English Learner Proficiency87810%

ESSA Participation Rates

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

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience
Public Preschool​
School 8%
Division 22%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 64%
State 81%
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