Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Bellwood Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-743-3600
Address: 9536 Dawnshire Rd North Chesterfield, VA 23237-3455
Principal: Jennifer Rudd
Superintendent: Dr. Mervin B Daugherty
School Number: 660
Region: 1
Division: Chesterfield County Public Schools
Division Number: 21
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 15 66 80 20 10 63 73 27 11 57 68 32
Female 17 66 83 17 11 60 71 29 10 58 68 32
Male 12 66 78 22 9 66 75 25 12 55 67 33
Asian < < < < < < < < < < < <
Black 14 71 84 16 4 73 76 24 14 54 68 32
Hispanic 18 60 78 22 12 53 65 35 6 53 59 41
White 14 66 80 20 14 65 79 21 18 69 86 14
Multiple Races < < < < < < < < < < < <
Students with Disabilities 7 58 65 35 - 46 46 54 9 40 49 51
Students without Disabilities 16 68 84 16 12 65 77 23 12 60 71 29
Economically Disadvantaged 11 68 78 22 9 63 72 28 10 55 65 35
Not Economically Disadvantaged 26 61 87 13 15 60 75 25 13 59 72 28
English Learners 15 65 81 19 2 41 43 57 6 47 52 48
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 8 59 67 33 6 56 61 39 12 40 52 48
Female 12 56 68 32 6 59 65 35 11 43 54 46
Male 5 62 67 33 5 51 56 44 13 35 48 52
Asian < < < < < < < < < < < <
Black 6 50 56 44 6 63 69 31 20 37 57 43
Hispanic 19 48 67 33 3 42 44 56 5 35 40 60
White 3 68 71 29 9 69 78 22 18 64 82 18
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 31 31 69 - 29 29 71 - 43 43 57
Students without Disabilities 10 64 74 26 7 61 68 32 14 39 54 46
Economically Disadvantaged 10 57 67 33 4 58 63 37 14 36 50 50
Not Economically Disadvantaged 5 64 68 32 10 48 57 43 7 48 56 44
English Learners 13 57 70 30 - 33 33 67 3 38 41 59
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 18 68 86 14 12 57 69 31 10 59 68 32
Female 19 70 89 11 18 49 67 33 9 62 70 30
Male 18 65 83 18 7 64 71 29 11 56 67 33
Asian < < 100 0 < < < < < < < <
Black 17 78 96 4 - 69 69 31 16 52 68 32
Hispanic 19 54 73 27 18 46 64 36 5 55 60 40
White 22 65 87 13 16 59 75 25 14 73 86 14
Students with Disabilities - 73 73 27 - 36 36 64 13 31 44 56
Students without Disabilities 21 67 88 12 14 60 74 26 9 64 74 26
Economically Disadvantaged 11 72 82 18 13 52 64 36 8 60 67 33
Not Economically Disadvantaged 40 55 95 5 12 76 88 12 13 58 70 30
English Learners 16 68 84 16 7 43 50 50 5 50 55 45
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 18 71 89 11 13 77 90 10 12 71 83 17
Female 20 71 91 9 11 72 83 17 11 76 86 14
Male 14 71 86 14 15 80 95 5 13 67 80 20
Asian < < 100 0 < < 100 0 < < 100 0
Black 17 83 100 0 5 84 89 11 7 73 80 20
Hispanic 17 72 89 11 17 73 90 10 9 72 81 19
White 21 66 86 14 18 68 86 14 22 67 89 11
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 16 68 84 16 - 80 80 20 15 46 62 38
Students without Disabilities 18 72 90 10 15 76 91 9 11 76 87 13
Economically Disadvantaged 11 74 85 15 10 81 90 10 9 70 80 20
Not Economically Disadvantaged 37 63 100 0 29 57 86 14 17 72 90 10
English Learners 17 70 87 13 < < < < 13 56 69 31
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 14 76 90 10 6 72 78 22 4 68 73 27
Female 10 81 91 9 5 70 75 25 2 69 71 29
Male 19 70 89 11 7 75 82 18 7 68 75 25
Asian < < < < < < < < < < < <
Black 10 80 90 10 6 78 84 16 5 70 75 25
Hispanic 19 74 92 8 6 67 73 27 2 62 64 36
White 13 74 87 13 7 73 80 20 8 78 86 14
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 17 62 79 21 - 54 54 46 10 51 61 39
Students without Disabilities 14 79 92 8 7 75 82 18 3 72 75 25
Economically Disadvantaged 13 78 90 10 4 74 78 22 2 71 72 28
Not Economically Disadvantaged 18 71 89 11 13 65 79 21 8 65 73 27
English Learners 19 75 94 6 4 47 51 49 3 59 63 38
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 5 71 76 24 6 57 63 38 1 55 56 44
Female 5 71 76 24 4 55 59 41 - 59 59 41
Male 5 71 76 24 8 59 67 33 3 48 52 48
Asian < < < < < < < < < < < <
Black 7 60 67 33 6 56 63 38 - 67 67 33
Hispanic 4 75 79 21 6 44 50 50 - 43 43 57
White 6 71 76 24 6 72 78 22 9 64 73 27
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 54 54 46 - 36 36 64 - 43 43 57
Students without Disabilities 6 74 80 20 7 61 68 32 1 58 59 41
Economically Disadvantaged 2 76 77 23 3 60 63 37 - 58 58 42
Not Economically Disadvantaged 14 57 71 29 14 48 62 38 4 50 54 46
English Learners - 83 83 17 7 33 41 59 - 47 47 53
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 24 74 99 1 9 74 83 17 8 73 81 19
Female 14 86 100 0 8 69 77 23 4 74 79 21
Male 34 63 98 2 10 79 88 12 12 72 84 16
Asian < < 100 0 < < < < < < 100 0
Black 13 88 100 0 6 88 94 6 17 71 88 13
Hispanic 33 67 100 0 11 71 82 18 2 69 71 29
White 32 64 95 5 9 69 78 22 10 81 90 10
Students with Disabilities 18 73 91 9 - 55 55 45 14 57 71 29
Students without Disabilities 25 75 100 0 10 77 87 13 7 76 83 17
Economically Disadvantaged 23 77 100 0 5 77 81 19 4 82 86 14
Not Economically Disadvantaged 27 68 95 5 24 65 88 12 13 63 75 25
English Learners 31 69 100 0 - 57 57 43 3 68 71 29
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 16 79 95 5 2 87 89 11 3 72 75 25
Female 13 83 97 3 3 90 93 7 3 70 73 27
Male 19 74 93 7 - 85 85 15 3 74 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 7 87 93 7 - 64 64 36
Hispanic 22 74 96 4 - 90 90 10 4 75 79 21
White 6 83 89 11 - 81 81 19 - 82 82 18
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 29 59 88 12 < < < < 15 54 69 31
Students without Disabilities 10 88 98 3 2 89 91 9 - 76 76 24
Economically Disadvantaged 16 77 93 7 2 87 89 11 2 67 70 30
Not Economically Disadvantaged 15 85 100 0 < < < < 5 81 86 14
English Learners 25 71 96 4 < < < < 13 63 75 25
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 9 91 100 0 9 91 100 0 6 94 100 0
Female 7 93 100 0 < < 100 0 < < 100 0
Male < < 100 0 13 87 100 0 8 92 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 10 90 100 0 < < 100 0
White 10 90 100 0 < < 100 0 < < 100 0
Students without Disabilities 10 90 100 0 10 90 100 0 6 94 100 0
Economically Disadvantaged 13 88 100 0 13 88 100 0 - 100 100 0
Not Economically Disadvantaged < < 100 0 < < 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
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 19 66 85 15 13 79 92 8 10 72 82 18
Female 22 64 87 13 6 83 89 11 14 59 73 27
Male 14 69 83 17 20 76 95 5 7 83 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 75 100 0 5 89 95 5 3 80 83 17
Hispanic 16 65 81 19 17 77 93 7 13 63 75 25
White 18 64 82 18 18 68 86 14 6 83 89 11
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 28 44 72 28 - 70 70 30 15 54 69 31
Students without Disabilities 16 73 89 11 15 81 96 4 9 76 84 16
Economically Disadvantaged 18 64 82 18 10 83 92 8 9 70 80 20
Not Economically Disadvantaged 21 74 95 5 29 64 93 7 10 76 86 14
English Learners 10 68 77 23 < < < < 13 50 63 38
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 19 66 85 15 13 79 92 8 10 72 82 18
Female 22 64 87 13 6 83 89 11 14 59 73 27
Male 14 69 83 17 20 76 95 5 7 83 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 75 100 0 5 89 95 5 3 80 83 17
Hispanic 16 65 81 19 17 77 93 7 13 63 75 25
White 18 64 82 18 18 68 86 14 6 83 89 11
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 28 44 72 28 - 70 70 30 15 54 69 31
Students without Disabilities 16 73 89 11 15 81 96 4 9 76 84 16
Economically Disadvantaged 18 64 82 18 10 83 92 8 9 70 80 20
Not Economically Disadvantaged 21 74 95 5 29 64 93 7 10 76 86 14
English Learners 10 68 77 23 < < < < 13 50 63 38
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 45 46 91 9 26 59 85 15 22 47 69 31
Female 30 63 93 7 23 60 83 17 21 52 72 28
Male 57 32 89 11 29 58 87 13 23 44 67 33
Asian < < 100 0 < < < < < < 100 0
Black 36 59 95 5 25 63 88 13 20 44 64 36
Hispanic 58 26 84 16 40 55 95 5 33 50 83 17
White 45 45 91 9 16 63 78 22 17 43 61 39
Students with Disabilities < < < < 9 55 64 36 7 13 20 80
Students without Disabilities 45 47 91 9 29 60 89 11 26 57 83 17
Economically Disadvantaged 38 51 89 11 23 60 82 18 21 38 59 41
Not Economically Disadvantaged 60 35 95 5 38 56 94 6 24 59 83 17
English Learners 53 37 89 11 < < < < 46 46 92 8
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 44 47 91 9 26 59 85 15 22 46 69 31
Female 30 63 93 7 23 60 83 17 21 52 72 28
Male 56 33 89 11 29 58 87 13 24 42 66 34
Asian < < 100 0 < < < < < < 100 0
Black 36 59 95 5 25 63 88 13 21 42 63 38
Hispanic 56 28 83 17 40 55 95 5 33 50 83 17
White 45 45 91 9 16 63 78 22 17 43 61 39
Students with Disabilities < < < < 9 55 64 36 7 7 14 86
Students without Disabilities 45 47 91 9 29 60 89 11 26 57 83 17
Economically Disadvantaged 37 52 89 11 23 60 82 18 21 38 59 41
Not Economically Disadvantaged 60 35 95 5 38 56 94 6 25 57 82 18
English Learners 50 39 89 11 < < < < 46 46 92 8
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--4
Division14779163
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-kindergarten374535
Kindergarten688080
Grade 11008382
Grade 2869980
Grade 3858798
Grade 4959694
Grade 5819496
Total Students552584565

< = 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 Students552584565
Female288299288
Male264285277
American Indian334
Asian131715
Black164166168
Hispanic251272268
White10510590
Multiple Races162120
Students with Disabilities768366
Students without Disabilities476501499
Economically Disadvantaged305386393
Not Economically Disadvantaged247198172
English Learners174200198
Not English Learners378384367
Homeless261
Military Connected1-2
< = 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 Students446474654545863
Female237252392524528
Male209222262021335
American Indian<<<<<<
Asian120150130
Black97411141478
Hispanic179181891921630
Native Hawaiian<<----
White14223134197022
Multiple Races142143103
Students with Disabilities611360116613
Economically Disadvantaged343423773939452
English Learners14571491016922
Homeless<<<<83
< = 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 18
Technology 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 Indian0.20.40.5
Asian3.22.92.4
Black20.34422.623.529.753.8
Hispanic412441.311.845.538.5
Native Hawaiian0.2----
White32.53229.252.9197.7
Multiple Races2.63.711.82.9
< = 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 Indian0.20.40.5
Asian3.22.92.4
Black20.322.629.7
Hispanic4141.345.5
Native Hawaiian0.2
White32.529.219
Multiple Races2.63.72.9
< = 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 Indian0.20.40.5
Asian3.22.92.4
Black20.322.629.7
Hispanic4141.345.5
Native Hawaiian0.2----
White32.529.219
Multiple Races2.63.72.9
< = 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 78.182.690.2
< = 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 5166.359.9
< = 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 83.883.685.1
< = 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)
Code Book
User Guide
Usage Agreement

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
2017-201854%46%0%0%
2018-201952%46%2%0%
2019-202051%47%2%0%
< = 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​​​
Bellwood Elementary to top