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C.C. Wells Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-768-6265
Address: 13101 S. Chester Rd. Chester, VA 23831-4553
Principal: Fredrick Geissler
Superintendent: Dr. Mervin B Daugherty
School Number: 50
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 21 64 85 15 18 63 81 19 16 57 73 27
Female 23 65 88 12 20 65 85 15 15 65 80 20
Male 18 63 81 19 16 60 77 23 18 49 67 33
American Indian < < < <
Asian 20 60 80 20 < < < < < < < <
Black 12 69 81 19 9 64 73 27 11 57 68 32
Hispanic 16 63 79 21 19 58 77 23 15 56 72 28
Native Hawaiian < < < <
White 28 62 90 10 27 62 89 11 23 58 80 20
Multiple Races 18 45 64 36 7 73 80 20 19 52 71 29
Students with Disabilities 10 38 48 53 14 40 53 47 7 38 45 55
Students without Disabilities 22 68 90 10 19 67 85 15 18 61 79 21
Economically Disadvantaged 7 71 78 22 15 59 74 26 10 54 64 36
Not Economically Disadvantaged 25 62 86 14 19 65 84 16 20 59 79 21
English Learners 7 67 73 27 < < < < < < < <
Military Connected 17 57 74 26 18 67 85 15
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 62 85 15 16 65 81 19 16 49 65 35
Female 24 67 91 9 18 71 88 12 10 59 69 31
Male 22 56 78 22 14 59 73 27 22 41 62 38
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black 16 55 71 29 12 59 71 29 16 45 61 39
Hispanic 27 55 82 18 15 77 92 8 6 53 59 41
Native Hawaiian < < < <
White 26 69 95 5 21 69 90 10 20 52 72 28
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 33 33 67 11 44 56 44 14 24 38 62
Students without Disabilities 26 65 91 9 17 70 87 13 17 54 70 30
Economically Disadvantaged 5 59 64 36 24 58 82 18 13 38 52 48
Not Economically Disadvantaged 27 63 90 10 12 69 81 19 18 55 73 27
English Learners < < < < < < 100 0 < < < <
Military Connected < < < < 8 67 75 25
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 19 67 87 13 21 65 86 14 12 61 73 27
Female 26 61 87 13 23 60 83 17 15 67 83 17
Male 11 75 86 14 19 69 88 12 9 55 64 36
Asian < < < < < < 100 0
Black 14 78 92 8 9 66 74 26 7 61 69 31
Hispanic < < < < 40 50 90 10 17 50 67 33
White 27 62 88 12 28 63 91 9 17 67 83 17
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 20 47 67 33 8 46 54 46 5 43 48 52
Students without Disabilities 19 71 90 10 23 67 90 10 14 65 80 20
Economically Disadvantaged 15 70 85 15 13 63 77 23 7 62 69 31
Not Economically Disadvantaged 21 66 87 13 24 65 89 11 17 60 77 23
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 25 58 83 17
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 19 62 82 18 17 59 76 24 19 63 82 18
Female 18 67 85 15 20 65 84 16 19 69 88 13
Male 20 59 80 20 15 52 67 33 20 56 76 24
Black 6 73 79 21 8 68 75 25 9 65 74 26
Hispanic < < < < < < < < 30 70 100 0
White 30 54 85 15 32 55 86 14 28 58 87 13
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 31 38 62 25 25 50 50 - 50 50 50
Students without Disabilities 21 68 89 11 16 63 79 21 22 65 88 12
Economically Disadvantaged - 85 85 15 7 55 62 38 8 67 75 25
Not Economically Disadvantaged 25 56 81 19 21 60 81 19 24 62 86 14
English Learners < < < < < < < < < < 100 0
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 20 68 88 12 18 61 79 21 11 66 77 23
Female 17 70 87 13 18 65 82 18 11 69 80 20
Male 24 66 89 11 19 57 76 24 11 63 74 26
American Indian < < < <
Asian 40 50 90 10 < < < < < < < <
Black 10 73 83 17 9 62 71 29 5 63 68 32
Hispanic 11 78 89 11 19 48 68 32 10 72 82 18
Native Hawaiian < < < <
White 26 66 92 8 26 62 88 12 17 72 89 11
Multiple Races 40 40 80 20 20 67 87 13 10 52 62 38
Students with Disabilities 15 51 67 33 18 45 64 36 14 40 53 47
Students without Disabilities 21 70 91 9 18 64 82 18 10 71 81 19
Economically Disadvantaged 10 72 82 18 11 59 70 30 10 57 68 32
Not Economically Disadvantaged 24 67 90 10 21 62 83 17 11 71 82 18
English Learners 20 67 87 13 < < < < 8 46 54 46
Military Connected 17 65 83 17 15 64 79 21
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 24 65 88 12 12 59 71 29 11 61 72 28
Female 23 63 87 13 10 69 78 22 13 59 72 28
Male 25 66 91 9 14 49 63 37 9 62 72 28
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 8 69 77 23 7 44 51 49 10 53 63 37
Hispanic 20 60 80 20 15 69 85 15 18 59 76 24
Native Hawaiian < < < <
White 32 66 98 2 18 64 82 18 10 74 84 16
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 18 45 64 36 17 39 56 44 19 24 43 57
Students without Disabilities 25 67 91 9 11 63 74 26 10 68 77 23
Economically Disadvantaged 4 71 75 25 9 55 64 36 13 48 62 38
Not Economically Disadvantaged 29 63 92 8 13 61 75 25 10 69 78 22
English Learners < < < < < < < < < < < <
Military Connected < < < < 17 50 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 18 73 92 8 32 64 96 4 6 66 72 28
Female 17 70 87 13 30 68 98 2 4 70 74 26
Male 20 77 98 2 35 60 94 6 7 63 70 30
Asian < < 100 0 < < < <
Black 16 76 92 8 11 86 97 3 - 59 59 41
Hispanic < < 100 0 40 50 90 10 - 83 83 17
White 20 71 90 10 42 54 96 4 17 77 93 7
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 27 53 80 20 14 71 86 14 10 43 52 48
Students without Disabilities 17 77 94 6 35 63 98 2 5 72 76 24
Economically Disadvantaged 11 81 93 7 20 77 97 3 2 54 57 43
Not Economically Disadvantaged 21 70 92 8 37 59 96 4 8 75 83 17
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 8 75 83 17
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 81 19 5 55 61 39 9 77 86 14
Female 3 83 86 14 8 54 62 38 6 85 91 9
Male 13 65 78 23 3 57 59 41 13 67 79 21
Black 3 72 76 24 3 55 58 42 7 77 84 16
Hispanic < < 100 0 < < < < < < < <
White 13 71 84 16 10 68 77 23 15 76 91 9
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 54 54 46 25 25 50 50 13 56 69 31
Students without Disabilities 11 77 88 13 2 61 63 38 9 81 90 10
Economically Disadvantaged - 71 71 29 - 44 44 56 13 78 91 9
Not Economically Disadvantaged 12 73 85 15 8 61 69 31 7 76 83 17
English Learners < < < < < < < < < < 100 0
Military Connected < < < < < < < <
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 46 46 92 8 21 75 96 4 32 61 93 7
Female 20 70 90 10 23 69 92 8 35 59 94 6
Male 64 29 93 7 18 82 100 0 27 64 91 9
Black < < 100 0 30 70 100 0 < < 100 0
Hispanic < < 100 0
White 53 40 93 7 15 77 92 8 35 55 90 10
Multiple Races < < < < < < 100 0 < < 100 0
Students without Disabilities 46 46 92 8 21 75 96 4 32 61 93 7
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 38 52 90 10 18 77 95 5 29 63 92 8
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 13 58 71 29 7 68 75 25 25 60 84 16
Female 8 62 69 31 8 71 78 22 22 63 84 16
Male 17 56 72 28 6 65 71 29 28 56 84 16
Black 9 45 55 45 2 68 71 29 9 70 78 22
Hispanic < < < < < < < < 30 60 90 10
White 13 67 80 20 14 73 86 14 36 55 91 9
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 38 38 62 25 17 42 58 6 56 63 38
Students without Disabilities 15 61 76 24 5 75 79 21 28 60 88 12
Economically Disadvantaged 10 55 65 35 3 55 59 41 14 61 75 25
Not Economically Disadvantaged 14 59 73 27 9 73 81 19 29 59 88 12
English Learners < < < < < < < < < < 100 0
Military Connected < < < < < < < <
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 13 58 71 29 7 68 75 25 25 60 84 16
Female 8 62 69 31 8 71 78 22 22 63 84 16
Male 17 56 72 28 6 65 71 29 28 56 84 16
Black 9 45 55 45 2 68 71 29 9 70 78 22
Hispanic < < < < < < < < 30 60 90 10
White 13 67 80 20 14 73 86 14 36 55 91 9
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 38 38 62 25 17 42 58 6 56 63 38
Students without Disabilities 15 61 76 24 5 75 79 21 28 60 88 12
Economically Disadvantaged 10 55 65 35 3 55 59 41 14 61 75 25
Not Economically Disadvantaged 14 59 73 27 9 73 81 19 29 59 88 12
English Learners < < < < < < < < < < 100 0
Military Connected < < < < < < < <
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 40 54 94 6 49 46 94 6 23 45 68 32
Female 47 45 92 8 53 42 94 6 17 50 67 33
Male 32 64 95 5 44 50 94 6 28 40 68 32
Asian < < 100 0 < < 100 0
Black 47 53 100 0 34 57 91 9 9 51 60 40
Hispanic < < < < 30 60 90 10 36 27 64 36
White 39 53 92 8 61 37 98 2 47 37 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities 36 43 79 21 23 54 77 23 10 48 57 43
Students without Disabilities 41 55 96 4 52 45 97 3 26 44 70 30
Economically Disadvantaged 23 65 88 12 33 50 83 17 13 40 53 47
Not Economically Disadvantaged 46 49 96 4 55 44 99 1 30 48 78 22
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 17 67 83 17
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 38 55 94 6 49 46 94 6 23 44 67 33
Female 45 47 92 8 53 42 94 6 17 50 67 33
Male 30 65 95 5 44 50 94 6 29 38 67 33
Asian < < 100 0 < < 100 0
Black 47 53 100 0 34 57 91 9 9 51 60 40
Hispanic < < < < 30 60 90 10 36 27 64 36
White 35 56 92 8 61 37 98 2 48 34 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 55 73 27 23 54 77 23 10 45 55 45
Students without Disabilities 41 55 96 4 52 45 97 3 26 44 70 30
Economically Disadvantaged 23 65 88 12 33 50 83 17 13 40 53 47
Not Economically Disadvantaged 44 51 96 4 55 44 99 1 31 47 78 22
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 17 67 83 17
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
School113
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-kindergarten1186
Kindergarten9711397
Grade 110296114
Grade 21069892
Grade 313610394
Grade 4109125108
Grade 5117100130
Total Students678643641

< = 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 Students678643641
Female335302305
Male343341336
American Indian222
Asian889
Black245235245
Hispanic888288
Native Hawaiian664
White287261247
Multiple Races424946
Students with Disabilities9510894
Students without Disabilities583535547
Economically Disadvantaged206227261
Not Economically Disadvantaged472416380
English Learners383433
Not English Learners640609608
Homeless489
Military Connected54055
Foster Care27-
< = 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 Students572375972661744
Female28614297831220
Male286233001830524
American Indian<<<<<<
Asian150<<<<
Black18316192722916
Hispanic472711808
Native Hawaiian<<<<<<
White299162891525616
Multiple Races223293373
Students with Disabilities7097449012
Economically Disadvantaged148201831024930
English Learners331290392
Homeless<<<<92
< = 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 11
Other Offenses Against Persons 22
Weapons 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 Indian0.50.50.3
Asian2.51.31.2
Black32.457.132.566.736.157.9
Hispanic8.710.710.222.2135.3
Native Hawaiian0.50.80.9
White51.632.149.811.142.321.1
Multiple Races3.94.96.215.8
< = 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 Indian0.50.50.3
Asian2.51.31.2
Black32.432.536.1
Hispanic8.710.213
Native Hawaiian0.50.80.9
White51.610049.842.3
Multiple Races3.94.96.2
< = 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 Indian0.50.50.3
Asian2.51.31.2
Black32.432.536.1
Hispanic8.710.213
Native Hawaiian0.50.80.9
White51.649.842.3
Multiple Races3.94.96.2
< = 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 30.332.235.2
< = 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 26.731.542.2
< = 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 71.672.475.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201834%64%0%2%
2018-201935%63%0%2%
2019-202038%60%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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