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Bethel Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-693-2360
Address: 2991 Hickory Fork Rd Gloucester, VA 23061
Principal: Tiffany Busch
Superintendent: Dr. Anthony Vladu
School Number: 381
Region: 3
Division: Gloucester County Public Schools
Division Number: 36
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

2024 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2024 through 2026

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel One

Student Engagement & Outcomes

Chronic Absenteeism Level Two
  • 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
Multiple Races Level One Level One
Students with Disabilities Level Three Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

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

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 72 83 17 17 60 77 23 16 60 76 24
Female 11 75 86 14 18 66 83 17 15 65 80 20
Male 10 70 80 20 16 55 71 29 17 55 72 28
Asian < < < < < < < <
Black 20 50 70 30 < < < < < < < <
Hispanic - 77 77 23 - 58 58 42 < < < <
White 11 74 85 15 17 60 77 23 18 58 76 24
Multiple Races 13 60 73 27 23 58 81 19 8 65 73 27
Students with Disabilities 3 38 41 59 2 21 23 77 - 26 26 74
Students without Disabilities 12 78 90 10 21 70 91 9 20 68 87 13
Economically Disadvantaged 8 68 76 24 14 58 72 28 9 56 65 35
Not Economically Disadvantaged 13 76 89 11 19 62 81 19 20 63 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 10 81 90 10 13 63 75 25 19 62 81 19
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 73 88 12 21 54 75 25 22 56 78 22
Female 16 74 91 9 26 54 80 20 28 50 78 22
Male 13 71 83 17 18 54 72 28 17 61 78 22
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
White 16 74 90 10 21 53 74 26 25 54 79 21
Multiple Races < < < < 23 54 77 23 < < < <
Students with Disabilities < < < < 4 22 26 74 - 42 42 58
Students without Disabilities 16 77 93 7 27 66 94 6 27 59 86 14
Economically Disadvantaged 15 67 81 19 21 47 68 32 10 52 62 38
Not Economically Disadvantaged 15 78 93 8 21 60 81 19 28 57 85 15
English Learners < < 100 0 < < 100 0
Military Connected 8 85 92 8 < < < < < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 70 81 19 23 62 86 14 18 56 74 26
Female 10 70 80 20 21 67 88 12 16 59 76 24
Male 12 70 81 19 27 54 81 19 19 53 72 28
Asian < < < < < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 11 70 81 19 25 62 87 13 19 54 73 27
Multiple Races < < < < < < < < 15 54 69 31
Students with Disabilities - 46 46 54 < < < < - 26 26 74
Students without Disabilities 13 75 88 12 26 67 93 7 23 65 88 12
Economically Disadvantaged 6 70 76 24 18 64 82 18 11 47 58 42
Not Economically Disadvantaged 15 70 85 15 27 61 88 12 23 63 85 15
English Learners < < < < < < 100 0
Military Connected < < < < 25 58 83 17 < < < <
Foster Care < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 74 81 19 6 65 71 29 8 70 77 23
Female 6 79 85 15 6 75 81 19 5 80 84 16
Male 8 69 77 23 7 56 63 37 14 50 64 36
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 7 78 85 15 7 67 74 26 8 70 78 22
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 30 40 60 - 19 19 81 < < < <
Students without Disabilities 6 81 87 13 8 77 85 15 9 79 88 12
Economically Disadvantaged 3 67 70 30 5 64 69 31 7 69 76 24
Not Economically Disadvantaged 9 79 88 12 8 66 74 26 8 70 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 9 82 91 9 < < < < 8 75 83 17
Foster Care < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 65 84 16 20 66 85 15 19 67 86 14
Female 19 72 91 9 18 71 89 11 11 77 88 12
Male 21 57 78 22 21 60 81 19 28 56 84 16
Asian < < < < < < < <
Black 10 80 90 10 < < 100 0 < < 100 0
Hispanic 8 62 69 31 - 54 54 46 < < < <
White 21 64 86 14 21 65 86 14 18 66 84 16
Multiple Races 20 60 80 20 19 73 92 8 27 65 92 8
Students with Disabilities 3 34 38 62 - 45 45 55 5 46 51 49
Students without Disabilities 22 69 92 8 25 71 96 4 22 72 93 7
Economically Disadvantaged 16 67 83 17 9 73 82 18 13 67 80 20
Not Economically Disadvantaged 23 63 85 15 29 60 88 12 23 67 89 11
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected 26 61 87 13 17 63 79 21 19 62 81 19
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 70 85 15 27 58 85 15 19 71 90 10
Female 12 74 86 14 23 66 89 11 9 81 91 9
Male 21 63 83 17 29 53 82 18 28 61 89 11
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < < < < <
White 16 70 86 14 26 56 82 18 18 71 89 11
Multiple Races < < < < 23 77 100 0 < < < <
Students with Disabilities < < < < - 48 48 52 17 58 75 25
Students without Disabilities 16 75 92 8 37 62 98 2 20 73 93 7
Economically Disadvantaged 7 81 89 11 8 72 79 21 14 67 81 19
Not Economically Disadvantaged 20 63 83 18 43 47 89 11 21 72 94 6
English Learners < < < < < < 100 0
Military Connected 15 54 69 31 < < < < < < < <
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 62 81 19 16 71 87 13 26 60 86 14
Female 20 73 93 7 16 74 91 9 19 68 86 14
Male 19 53 72 28 15 65 81 19 32 53 85 15
Asian < < < < < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 19 63 81 19 17 72 89 11 24 58 82 18
Multiple Races < < < < < < < < 31 69 100 0
Students with Disabilities - 31 31 69 < < < < - 53 53 47
Students without Disabilities 23 68 92 8 18 75 93 7 34 62 95 5
Economically Disadvantaged 21 58 79 21 4 82 86 14 17 61 78 22
Not Economically Disadvantaged 18 65 83 18 24 63 88 12 33 58 92 8
English Learners < < < < < < 100 0
Military Connected < < 100 0 17 58 75 25 < < 100 0
Foster Care < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 63 88 13 16 69 84 16 9 73 82 18
Female 26 68 94 6 17 72 89 11 5 82 86 14
Male 24 58 82 18 15 66 80 20 18 55 73 27
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White 29 61 90 10 18 70 89 11 12 70 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 50 60 40 - 44 44 56 < < < <
Students without Disabilities 27 65 92 8 20 75 95 5 10 81 91 9
Economically Disadvantaged 17 66 83 17 15 67 82 18 7 76 83 17
Not Economically Disadvantaged 30 60 91 9 16 71 87 13 11 70 81 19
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < 100 0
Military Connected 36 64 100 0 < < < < 8 67 75 25
Foster Care < < 100 0
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 56 73 27 12 47 58 42 11 64 74 26
Female 12 59 71 29 14 47 61 39 11 70 82 18
Male 21 54 74 26 10 46 56 44 9 50 59 41
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 20 58 78 22 10 52 62 38 10 64 74 26
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 50 50 50 - 25 25 75 < < < <
Students without Disabilities 19 57 76 24 15 52 67 33 12 71 83 17
Economically Disadvantaged 13 50 63 37 10 46 56 44 3 72 76 24
Not Economically Disadvantaged 19 60 79 21 13 47 61 39 16 57 73 27
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 27 64 91 9 < < < < 25 50 75 25
Foster Care < < < <
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 56 73 27 12 47 58 42 11 64 74 26
Female 12 59 71 29 14 47 61 39 11 70 82 18
Male 21 54 74 26 10 46 56 44 9 50 59 41
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 20 58 78 22 10 52 62 38 10 64 74 26
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 50 50 50 - 25 25 75 < < < <
Students without Disabilities 19 57 76 24 15 52 67 33 12 71 83 17
Economically Disadvantaged 13 50 63 37 10 46 56 44 3 72 76 24
Not Economically Disadvantaged 19 60 79 21 13 47 61 39 16 57 73 27
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 27 64 91 9 < < < < 25 50 75 25
Foster Care < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2021-2022 2022-2023 2023-2024
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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 40 62 38 24 49 72 28 26 52 79 21
Female 13 50 63 37 12 60 72 28 14 62 76 24
Male 28 33 60 40 44 28 72 28 36 45 81 19
Black < < 100 0 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 23 39 63 38 26 47 74 26 25 52 78 22
Multiple Races < < < < < < < < 31 46 77 23
Students with Disabilities 8 8 15 85 < < < < 5 47 53 47
Students without Disabilities 25 47 72 28 25 52 77 23 32 54 86 14
Economically Disadvantaged 18 36 55 45 21 43 64 36 22 47 69 31
Not Economically Disadvantaged 25 43 68 33 25 53 78 23 29 56 85 15
Military Connected < < < < 17 42 58 42 < < < <
Foster Care < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 40 62 38 24 49 72 28 26 52 79 21
Female 13 50 63 37 12 60 72 28 14 62 76 24
Male 28 33 60 40 44 28 72 28 36 45 81 19
Black < < 100 0 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 23 39 63 38 26 47 74 26 25 52 78 22
Multiple Races < < < < < < < < 31 46 77 23
Students with Disabilities 8 8 15 85 < < < < 5 47 53 47
Students without Disabilities 25 47 72 28 25 52 77 23 32 54 86 14
Economically Disadvantaged 18 36 55 45 21 43 64 36 22 47 69 31
Not Economically Disadvantaged 25 43 68 33 25 53 78 23 29 56 85 15
Military Connected < < < < 17 42 58 42 < < < <
Foster Care < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2021-2022 2022-2023 2023-2024
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

2021-20222022-20232023-2024
School---
Division-34
State4,0064,4606,361
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 2022-20232023-2024
Pre-kindergarten3431
Kindergarten8575
Grade 18492
Grade 27979
Grade 38374
Grade 46583
Grade 57468
Total Students504502

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

Fall Membership by Subgroups

2023 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 2022-20232023-2024
All Students504502
Female223229
Male281273
American Indian22
Asian88
Black1925
Hispanic2529
White396389
Multiple Races5449
Students with Disabilities102108
Students without Disabilities402394
Economically Disadvantaged216221
Not Economically Disadvantaged288281
English Learners55
Not English Learners499497
Homeless31
Military Connected5153
Foster Care22
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students392663909537899
Female176271823918437
Male216392085619462
American Indian<<<<<<
Asian<<<<<<
Black147164204
Hispanic122216234
White326503106729277
Multiple Races36437143613
Students with Disabilities552163276831
Economically Disadvantaged158431625414263
English Learners<<<<<<
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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 5
Relationship Behaviors without Physical Harm 17
Behaviors of a Safety Concern 136
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 49

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.60.40.4
Asian11.61.62.4
Black4.927.33.852.4
Hispanic3.79.155.89.5
Native Hawaiian------
White81.745.579.58078.469
Multiple Races8.718.210.8209.916.7
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.60.40.4
Asian11.61.6
Black4.9503.85
Hispanic3.755.8
Native Hawaiian
White81.75079.578.4100
Multiple Races8.710.81009.9
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.60.40.4
Asian11.61.6
Black4.93.85
Hispanic3.755.8
Native Hawaiian------
White81.779.578.4
Multiple Races8.710.89.9
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 3864.964.8
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 49.856.263.4
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 75.154.664.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

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

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202239%59%0%2%
2022-202342%58%0%0%
2023-202441%55%0%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024 ESSA Status: Not Identified for Support and Improvement
2024 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-No-
AsianTSTS-TS-
BlackTSTS-TS-
HispanicYesTS-TS-
WhiteNoYes-No-
Multiple RacesTSYes-No-
Economically DisadvantagedYesYes-No-
English LearnersTSTSTSTS-
Students with DisabilitiesNoNo-No-

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 Students76%79%79%88%
Asian<<91%88%
Black<77%68%88%
Hispanic<70%68%88%
White76%80%85%88%
Multiple Races73%77%83%88%
Economically Disadvantaged65%71%68%88%
English Learners<<60%88%
Students with Disabilities26%29%57%88%

< = 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 Students86%86%74%85%
Asian<<90%85%
Black<95%61%85%
Hispanic<69%63%85%
White84%85%81%85%
Multiple Races92%91%77%85%
Economically Disadvantaged80%82%62%85%
English Learners<<58%85%
Students with Disabilities51%45%54%85%

< = 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 Students74%
Asian<
Black<
Hispanic<
White74%
Multiple Races<
Economically Disadvantaged76%
English Learners<
Students with Disabilities<

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students22%21%12%10%
Asian<29%10%10%
Black17%18%12%10%
Hispanic15%19%12%10%
White22%20%12%10%
Multiple Races31%29%12%10%
Economically Disadvantaged32%29%13%10%
English Learners<50%12%10%
Students with Disabilities33%32%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 Progress<54%58%
English Learner Proficiency<--

< = 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian<<<<<<
Black<<<<<<
Hispanic<<<<<<
White100%-100%-100%-
Multiple Races100%-100%-<<
Economically Disadvantaged100%-100%-100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners<<<<<<
Students with Disabilities100%-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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students79%87%
Asian<<
Black<<
Hispanic<<
White79%85%
Multiple Races72%100%
Economically Disadvantaged68%83%
English Learners<<
Students with Disabilities41%59%

< = 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.

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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