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Baker-Butler Elem

General school information

Category: Elementary (PK-05) School
Phone: 434-974-7777
Address: 2740 Proffit Road Charlottesville, VA 22911
Principal: Seth Kennard
Superintendent: Dr. Matthew S. Haas
School Number: 1053
Region: 5
Division: Albemarle County Public Schools
Division Number: 2
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 29 51 81 19 30 54 84 16 28 57 85 15
Female 35 50 84 16 34 55 89 11 30 58 88 12
Male 25 53 77 23 26 52 78 22 26 56 82 18
Asian 50 50 100 0 25 63 88 13 32 47 79 21
Black 14 61 75 25 6 69 75 25 17 59 76 24
Hispanic 12 55 67 33 7 63 70 30 20 55 75 25
White 35 50 85 15 40 48 87 13 30 60 90 10
Multiple Races 21 43 64 36 24 65 88 12 36 41 77 23
Students with Disabilities 14 29 43 57 20 32 52 48 6 39 45 55
Students without Disabilities 31 54 85 15 31 56 86 14 30 59 89 11
Economically Disadvantaged 8 53 61 39 7 58 65 35 11 58 68 32
Not Economically Disadvantaged 38 51 88 12 39 52 91 9 34 57 91 9
English Learners 6 62 68 32 - 32 32 68 5 35 40 60
Military Connected 36 43 79 21 33 60 93 7
Foster Care < < 100 0 < < < <
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 20 56 76 24 28 51 79 21 29 55 84 16
Female 22 64 86 14 31 53 84 16 19 67 86 14
Male 18 46 64 36 25 48 73 27 37 45 82 18
Asian < < 100 0 20 60 80 20 < < < <
Black 18 45 64 36 8 50 58 42 < < < <
Hispanic 14 57 71 29 7 53 60 40 17 75 92 8
White 23 55 77 23 36 49 84 16 32 56 88 12
Multiple Races < < < < < < 100 0 36 27 64 36
Students with Disabilities < < < < 18 18 36 64 - 36 36 64
Students without Disabilities 22 58 79 21 29 54 83 17 33 58 90 10
Economically Disadvantaged 6 41 47 53 6 51 57 43 10 69 79 21
Not Economically Disadvantaged 26 62 88 12 37 51 88 12 37 48 85 15
English Learners < < < < < < < < < < < <
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 35 52 87 13 29 55 84 16 28 54 82 18
Female 38 46 84 16 35 56 91 9 34 51 85 15
Male 31 57 89 11 22 55 76 24 22 58 80 20
Asian < < 100 0 < < 100 0 < < < <
Black 7 67 73 27 9 82 91 9 8 54 62 38
Hispanic 14 57 71 29 8 58 67 33 19 31 50 50
White 45 48 93 7 36 49 85 15 28 63 91 9
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 9 55 64 36 < < < < 15 38 54 46
Students without Disabilities 38 52 89 11 29 58 87 13 29 56 85 15
Economically Disadvantaged 11 71 82 18 7 60 67 33 10 41 52 48
Not Economically Disadvantaged 43 45 88 12 37 53 91 9 33 59 91 9
English Learners 20 50 70 30 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 46 80 20 34 56 89 11 28 62 90 10
Female 49 33 82 18 35 57 93 7 34 60 94 6
Male 24 55 78 22 32 54 86 14 21 64 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black 20 70 90 10 - 77 77 23 18 73 91 9
Hispanic 7 50 57 43 6 75 81 19 25 67 92 8
White 40 45 85 15 48 45 94 6 31 59 90 10
Multiple Races < < < < < < < < < < < <
Students with Disabilities 27 9 36 64 < < < < < < < <
Students without Disabilities 35 51 86 14 35 55 89 11 30 63 94 6
Economically Disadvantaged 8 48 56 44 8 67 75 25 11 63 74 26
Not Economically Disadvantaged 43 45 88 12 41 53 94 6 34 62 96 4
English Learners - 67 67 33 < < < < < < < <
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 31 50 81 19 30 54 85 15 32 58 90 10
Female 30 50 80 20 30 56 86 14 32 57 89 11
Male 31 51 82 18 31 53 84 16 33 59 92 8
Asian 67 33 100 0 31 56 88 13 45 50 95 5
Black 14 58 72 28 11 58 69 31 14 66 79 21
Hispanic 12 52 64 36 21 53 74 26 15 70 85 15
White 35 51 86 14 35 55 89 11 37 57 94 6
Multiple Races 33 33 67 33 41 41 82 18 36 41 77 23
Students with Disabilities 18 18 36 64 12 36 48 52 6 61 68 32
Students without Disabilities 32 54 86 14 32 56 88 12 35 58 93 7
Economically Disadvantaged 12 53 65 35 15 48 63 37 14 69 84 16
Not Economically Disadvantaged 38 50 87 13 36 56 93 7 39 54 93 7
English Learners 18 52 70 30 5 60 65 35 - 75 75 25
Military Connected 20 67 87 13 20 73 93 7
Foster Care < < 100 0 < < 100 0
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 17 65 82 18 23 60 83 17 26 66 91 9
Female 16 64 79 21 22 60 83 17 17 71 88 12
Male 19 65 85 15 23 60 83 17 33 60 94 6
Asian < < 100 0 40 40 80 20 < < < <
Black 9 73 82 18 - 67 67 33 < < < <
Hispanic 14 64 79 21 20 53 73 27 8 83 92 8
White 20 62 82 18 25 63 88 12 30 66 96 4
Multiple Races < < < < < < < < 27 45 73 27
Students with Disabilities < < < < 18 36 55 45 - 64 64 36
Students without Disabilities 18 67 86 14 23 63 86 14 29 66 95 5
Economically Disadvantaged 6 61 67 33 11 43 54 46 10 79 90 10
Not Economically Disadvantaged 22 66 88 12 28 67 95 5 33 59 92 8
English Learners < < < < < < < < < < < <
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 39 43 83 17 32 56 88 12 31 57 89 11
Female 36 44 80 20 31 60 91 9 35 53 88 12
Male 43 43 85 15 33 51 84 16 28 61 89 11
Asian < < 100 0 < < 100 0 50 50 100 0
Black 13 60 73 27 18 73 91 9 8 62 69 31
Hispanic 7 43 50 50 33 50 83 17 13 56 69 31
White 49 42 91 9 35 53 88 12 35 59 95 5
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 27 45 55 < < < < 8 54 62 38
Students without Disabilities 42 45 87 13 34 56 90 10 34 58 92 8
Economically Disadvantaged 14 57 71 29 20 57 77 23 10 66 76 24
Not Economically Disadvantaged 49 38 87 13 37 55 92 8 38 55 93 7
English Learners 10 50 60 40 < < < < - 60 60 40
Military Connected < < < < < < < <
Foster Care < < 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 37 42 78 22 38 46 84 16 39 53 92 8
Female 45 37 82 18 37 46 83 17 40 51 91 9
Male 31 45 76 24 38 46 84 16 38 56 93 7
Asian < < 100 0 < < 100 0 < < 100 0
Black 20 40 60 40 15 38 54 46 27 64 91 9
Hispanic 14 50 64 36 13 56 69 31 25 75 100 0
White 39 47 86 14 45 47 92 8 42 48 91 9
Multiple Races < < < < < < < < < < < <
Students with Disabilities 27 9 36 64 < < < < < < < <
Students without Disabilities 38 46 84 16 40 47 87 13 41 52 92 8
Economically Disadvantaged 17 38 54 46 13 46 58 42 22 63 85 15
Not Economically Disadvantaged 43 43 87 13 45 46 91 9 45 49 94 6
English Learners 21 43 64 36 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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
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
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 26 55 81 19 33 49 82 18 28 54 82 18
Female 24 58 82 18 26 59 85 15 26 55 81 19
Male 27 53 80 20 40 38 78 22 30 53 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 20 30 50 50 15 31 46 54 36 45 82 18
Hispanic 7 64 71 29 13 50 63 38 33 42 75 25
White 32 58 90 10 39 55 94 6 28 54 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities 27 18 45 55 < < < < < < < <
Students without Disabilities 26 60 85 15 35 49 84 16 29 57 86 14
Economically Disadvantaged 8 50 58 42 4 50 54 46 26 41 67 33
Not Economically Disadvantaged 32 57 88 12 41 49 90 10 29 59 88 12
English Learners 7 64 71 29 < < < < < < < <
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 26 55 81 19 33 49 82 18 28 54 82 18
Female 24 58 82 18 26 59 85 15 26 55 81 19
Male 27 53 80 20 40 38 78 22 30 53 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 20 30 50 50 15 31 46 54 36 45 82 18
Hispanic 7 64 71 29 13 50 63 38 33 42 75 25
White 32 58 90 10 39 55 94 6 28 54 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities 27 18 45 55 < < < < < < < <
Students without Disabilities 26 60 85 15 35 49 84 16 29 57 86 14
Economically Disadvantaged 8 50 58 42 4 50 54 46 26 41 67 33
Not Economically Disadvantaged 32 57 88 12 41 49 90 10 29 59 88 12
English Learners 7 64 71 29 < < < < < < < <
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 42 45 87 13 59 31 90 10 41 43 84 16
Female 49 38 86 14 56 35 90 10 37 48 85 15
Male 38 49 87 13 63 27 90 10 46 37 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 20 60 80 20 46 15 62 38 36 45 82 18
Hispanic 23 46 69 31 27 60 87 13 36 64 100 0
White 51 44 95 5 70 27 97 3 42 39 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities 27 36 64 36 < < < < < < < <
Students without Disabilities 44 46 90 10 60 33 93 7 42 44 86 14
Economically Disadvantaged 13 58 71 29 23 50 73 27 24 56 80 20
Not Economically Disadvantaged 53 40 93 7 69 26 95 5 47 38 85 15
English Learners 15 54 69 31 < < 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 40 46 87 13 59 31 90 10 41 43 84 16
Female 46 40 86 14 55 35 90 10 37 48 85 15
Male 37 50 87 13 63 27 90 10 46 37 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 46 15 62 38 36 45 82 18
Hispanic 23 46 69 31 27 60 87 13 36 64 100 0
White 49 46 95 5 69 27 97 3 42 39 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 44 46 90 10 60 33 93 7 42 44 86 14
Economically Disadvantaged 5 64 68 32 23 50 73 27 24 56 80 20
Not Economically Disadvantaged 52 40 93 7 69 26 95 5 47 38 85 15
English Learners 15 54 69 31 < < 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
School-21
Division584144
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 2018-20192019-20202020-2021
Pre-kindergarten11137
Kindergarten106111100
Grade 1113117110
Grade 295122112
Grade 389102106
Grade 4126100101
Grade 5100119101
Total Students640684637

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

Fall Membership by Subgroups

2020 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 2018-20192019-20202020-2021
All Students640684637
Female308322319
Male332362318
Asian364446
Black516257
Hispanic899898
White412424377
Multiple Races525659
Students with Disabilities709178
Students without Disabilities570593559
Economically Disadvantaged158172170
Not Economically Disadvantaged482512467
English Learners647277
Not English Learners576612560
Military Connected395965
Foster Care333
< = 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 Students568375944357557
Female268202971828026
Male300172972529531
Asian241253333
Black572494494
Hispanic7348467711
White381243933036737
Multiple Races336430492
Students with Disabilities5595276610
Economically Disadvantaged154231572414224
English Learners513524576
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 12
Other Offenses Against Persons <
All Other 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 Indian0.2----
Asian4.24.45.6
Black9.242.97.836.88
Hispanic12.614.314.526.313.937.5
Native Hawaiian------
White67.928.666.436.864.462.5
Multiple Races5.914.378.1
< = 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 Indian0.2
Asian4.24.45.6
Black9.27.88
Hispanic12.614.513.9
Native Hawaiian
White67.966.464.4
Multiple Races5.978.1
< = 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 Indian0.2----
Asian4.24.45.6
Black9.27.88
Hispanic12.614.513.9
Native Hawaiian------
White67.966.464.4
Multiple Races5.978.1
< = 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 2825.125
< = 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 303633.3
< = 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 74.97672
< = 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
2017-201840%58%0%2%
2018-201938%60%0%2%
2019-202041%58%0%1%
< = 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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