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

Bon Air Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-560-2700
Address: 8701 Polk St Bon Air, VA 23235-3403
Principal: Heather Gentry
Superintendent: Dr. Mervin B Daugherty
School Number: 20
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 29 60 89 11 30 54 84 16 22 61 82 18
Female 38 56 94 6 35 50 85 15 21 63 84 16
Male 22 63 84 16 26 57 83 17 22 59 81 19
American Indian < < 100 0
Asian 36 45 82 18 < < < < < < < <
Black 8 77 85 15 8 75 83 17 18 59 77 23
Hispanic 12 73 84 16 9 60 69 31 5 55 60 40
White 39 53 92 8 40 49 89 11 29 63 92 8
Multiple Races 29 57 86 14 35 55 90 10 16 63 79 21
Students with Disabilities 13 50 63 38 14 41 55 45 11 33 44 56
Students without Disabilities 32 61 93 7 33 56 89 11 23 64 88 12
Economically Disadvantaged 13 67 81 19 9 61 70 30 8 56 63 37
Not Economically Disadvantaged 37 56 93 7 40 50 91 9 28 63 91 9
English Learners 14 67 82 18 2 51 53 47 3 43 45 55
Military Connected < < 100 0 < < 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 23 68 90 10 27 53 80 20 14 57 71 29
Female 27 69 96 4 31 48 79 21 15 59 74 26
Male 19 67 85 15 24 58 81 19 13 56 69 31
American Indian < < 100 0
Asian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 9 78 87 13 8 60 68 32 - 38 38 63
White 31 63 94 6 35 49 85 15 20 63 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 50 60 40 < < < < 7 20 27 73
Students without Disabilities 24 70 93 7 29 54 83 17 16 64 80 20
Economically Disadvantaged 7 77 83 17 8 56 64 36 4 48 52 48
Not Economically Disadvantaged 29 64 93 7 36 52 88 12 19 61 80 20
English Learners 5 86 91 9 - 50 50 50 - 45 45 55
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 30 55 86 14 28 58 86 14 28 57 85 15
Female 40 51 91 9 32 54 86 14 25 60 85 15
Male 22 59 81 19 24 61 85 15 30 55 85 15
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 11 61 71 29 14 50 64 36 8 54 63 38
White 41 51 92 8 37 55 92 8 35 61 97 3
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 10 52 62 38 7 53 60 40 < < < <
Students without Disabilities 35 56 91 9 31 58 90 10 29 59 87 13
Economically Disadvantaged 11 61 71 29 6 63 69 31 13 50 63 38
Not Economically Disadvantaged 40 53 93 7 38 56 93 7 35 61 96 4
English Learners 12 48 60 40 8 46 54 46 7 40 47 53
Military Connected < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 56 92 8 35 51 86 14 22 67 89 11
Female 44 51 95 5 41 48 89 11 22 69 92 8
Male 24 63 88 12 30 54 84 16 22 65 87 13
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 15 81 96 4 7 67 73 27 5 70 75 25
White 44 47 91 9 49 43 91 9 30 66 95 5
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 23 32 55 45 14 43 57 43
Students without Disabilities 36 58 94 6 38 56 94 6 24 71 94 6
Economically Disadvantaged 22 67 89 11 13 65 78 23 6 68 74 26
Not Economically Disadvantaged 42 51 93 7 47 44 91 9 30 67 97 3
English Learners 24 69 93 7 - 58 58 42 < < < <
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 29 58 87 13 23 63 86 14 15 74 89 11
Female 30 57 86 14 19 64 83 17 16 72 88 13
Male 28 59 87 13 27 61 88 12 13 76 89 11
American Indian < < 100 0
Asian 27 64 91 9 < < < < < < < <
Black 8 69 77 23 4 67 71 29 - 73 73 27
Hispanic 13 61 74 26 8 64 71 29 2 77 79 21
White 37 54 92 8 32 60 92 8 21 74 95 5
Multiple Races 36 64 100 0 25 75 100 0 11 63 74 26
Students with Disabilities 13 55 68 33 7 52 59 41 3 72 75 25
Students without Disabilities 31 58 89 11 26 64 90 10 16 74 90 10
Economically Disadvantaged 10 62 71 29 8 60 69 31 4 69 73 27
Not Economically Disadvantaged 38 56 94 6 30 64 94 6 19 76 96 4
English Learners 12 63 75 25 5 60 65 35 - 73 73 27
Military Connected < < 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 22 62 83 17 17 66 83 17 14 71 85 15
Female 21 58 79 21 12 67 79 21 13 70 83 17
Male 22 65 87 13 22 64 86 14 16 71 87 13
American Indian < < 100 0
Asian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 5 55 59 41 8 60 68 32 - 59 59 41
White 29 62 91 9 21 69 90 10 22 73 95 5
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 70 70 30 < < < < 7 67 73 27
Students without Disabilities 24 61 85 15 18 66 85 15 16 71 87 13
Economically Disadvantaged - 57 57 43 8 56 64 36 - 64 64 36
Not Economically Disadvantaged 31 64 94 6 21 71 92 8 20 73 94 6
English Learners 5 59 64 36 6 56 61 39 - 67 67 33
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 53 88 12 32 59 90 10 18 71 89 11
Female 36 53 89 11 32 56 88 12 17 71 88 13
Male 34 53 88 13 31 61 93 7 19 72 91 9
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 18 61 79 21 5 68 73 27 4 79 83 17
White 48 44 92 8 46 49 95 5 24 71 95 5
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 14 48 62 38 - 67 67 33 < < 100 0
Students without Disabilities 40 54 94 6 37 57 94 6 19 69 88 12
Economically Disadvantaged 11 63 74 26 3 69 72 28 6 72 78 22
Not Economically Disadvantaged 47 48 95 5 44 54 99 1 23 71 94 6
English Learners 12 60 72 28 - 77 77 23 - 73 73 27
Military Connected < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 72 82 18 12 66 78 22 3 84 87 13
Female 15 68 82 18 6 69 75 25 6 82 88 12
Male 3 77 81 19 17 63 80 20 - 86 86 14
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 9 70 78 22 7 63 70 30 - 89 89 11
White 10 77 87 13 19 69 88 13 3 89 91 9
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 10 40 50 50 - 64 64 36
Students without Disabilities 10 73 83 17 13 75 89 11 4 89 93 7
Economically Disadvantaged 10 67 77 23 9 59 68 32 6 71 76 24
Not Economically Disadvantaged 9 77 86 14 15 72 87 13 - 97 97 3
English Learners 8 76 84 16 8 50 58 42 < < 100 0
Military Connected < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 58 40 98 2 37 58 95 5 30 70 100 0
Female 52 48 100 0 26 70 96 4 47 53 100 0
Male 67 28 94 6 50 45 95 5 17 83 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 54 43 97 3 40 54 94 6 34 66 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 58 40 98 3 37 59 95 5 30 70 100 0
Not Economically Disadvantaged 59 38 97 3 38 59 97 3 30 70 100 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 38 46 84 16 31 50 82 18 26 61 87 13
Female 36 49 85 15 27 53 80 20 27 61 88 12
Male 41 43 84 16 35 48 83 17 26 61 87 13
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic - 77 77 23 14 52 66 34 10 60 70 30
White 56 32 88 12 40 49 90 10 34 63 97 3
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 5 45 50 50 - 57 57 43
Students without Disabilities 38 47 86 14 38 52 89 11 30 62 92 8
Economically Disadvantaged 11 64 75 25 8 56 64 36 9 62 71 29
Not Economically Disadvantaged 51 38 89 11 43 47 91 9 35 61 96 4
English Learners 7 76 83 17 - 42 42 58 < < < <
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 38 46 84 16 31 50 82 18 26 61 87 13
Female 36 49 85 15 27 53 80 20 27 61 88 12
Male 41 43 84 16 35 48 83 17 26 61 87 13
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic - 77 77 23 14 52 66 34 10 60 70 30
White 56 32 88 12 40 49 90 10 34 63 97 3
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 5 45 50 50 - 57 57 43
Students without Disabilities 38 47 86 14 38 52 89 11 30 62 92 8
Economically Disadvantaged 11 64 75 25 8 56 64 36 9 62 71 29
Not Economically Disadvantaged 51 38 89 11 43 47 91 9 35 61 96 4
English Learners 7 76 83 17 - 42 42 58 < < < <
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 46 41 87 13 55 37 92 8 57 30 87 13
Female 45 43 89 11 63 30 93 7 48 38 85 15
Male 47 38 85 15 49 43 92 8 65 24 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 22 61 83 17 20 50 70 30 < < < <
White 58 31 89 11 68 29 97 3 60 32 92 8
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 31 44 75 25 29 43 71 29 < < < <
Students without Disabilities 49 40 89 11 60 36 96 4 58 30 88 12
Economically Disadvantaged 18 54 71 29 14 62 76 24 32 37 68 32
Not Economically Disadvantaged 56 36 93 8 68 30 97 3 64 28 93 7
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 46 41 87 13 55 37 92 8 57 30 87 13
Female 45 43 89 11 63 30 93 7 48 38 85 15
Male 47 38 85 15 49 43 92 8 65 24 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 22 61 83 17 20 50 70 30 < < < <
White 58 31 89 11 68 29 97 3 60 32 92 8
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 31 44 75 25 29 43 71 29 < < < <
Students without Disabilities 49 40 89 11 60 36 96 4 58 30 88 12
Economically Disadvantaged 18 54 71 29 14 62 76 24 32 37 68 32
Not Economically Disadvantaged 56 36 93 8 68 30 97 3 64 28 93 7
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
School211
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-kindergarten162223
Kindergarten979592
Grade 112292103
Grade 210711885
Grade 388104111
Grade 41039599
Grade 51069892
Total Students639624605

< = 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 Students639624605
Female311300289
Male328324316
American Indian122
Asian161718
Black453337
Hispanic146156149
White399387371
Multiple Races322827
Students with Disabilities788894
Students without Disabilities561536511
Economically Disadvantaged212211242
Not Economically Disadvantaged427413363
English Learners11011196
Not English Learners529513509
Homeless751
Military Connected755
< = 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 Students600426093458146
Female292212971228320
Male308213122229826
American Indian<<<<<<
Asian171132116
Black484363374
Hispanic124161201311719
White386204081438514
Multiple Races241312303
Students with Disabilities69108587910
Economically Disadvantaged180291782620434
English Learners1221011299916
Homeless<<94<<
< = 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 <
Other Offenses Against Persons <
Weapons Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.2
Asian2.82.52.5
Black8.2306.166.7712.5
Hispanic21.5302133.322.837.5
Native Hawaiian------
White63.83065.162.450
Multiple Races3.5105.15
< = 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 Indian0.20.20.2
Asian2.82.52.5
Black8.26.17
Hispanic21.52122.8
Native Hawaiian
White63.865.162.4
Multiple Races3.55.15
< = 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 Indian0.20.20.2
Asian2.82.52.5
Black8.26.17
Hispanic21.52122.8
Native Hawaiian------
White63.865.162.4
Multiple Races3.55.15
< = 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 3033.136.1
< = 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 32.339.534.3
< = 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 74.168.872.1
< = 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
2017-201841%57%2%0%
2018-201944%54%2%0%
2019-202047%51%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​​​
Bon Air Elementary to top