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Churchland Academy Elementary

General school information

Category: Elementary (KG-06) School
Phone: 757-686-2527
Address: 4061 River Shore Rd Portsmouth, VA 23703-2001
Principal: Mrs. Karen D Clark
Superintendent: Dr. Elie Bracy
School Number: 321
Region: 2
Division: Portsmouth City Public Schools
Division Number: 121
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: 2018 through 2020

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 16 66 82 18 16 61 77 23 18 58 76 24
Female 21 68 89 11 19 62 80 20 21 61 82 18
Male 10 64 75 25 14 60 74 26 14 55 69 31
American Indian < < 100 0 < < 100 0
Black 16 65 81 19 13 61 75 25 15 59 74 26
Hispanic 20 53 73 27 14 79 93 7 38 50 88 13
Native Hawaiian < < 100 0 < < < < < < < <
White 19 75 94 6 33 60 93 8 36 59 95 5
Multiple Races - 90 90 10 40 40 80 20 < < < <
Students with Disabilities 8 12 19 81 8 26 33 67 10 30 39 61
Students without Disabilities 17 71 88 12 18 65 83 17 19 64 83 17
Economically Disadvantaged 12 67 79 21 12 58 70 30 14 56 69 31
Not Economically Disadvantaged 25 65 89 11 24 66 90 10 25 64 89 11
Homeless < < 100 0 < < < < < < < <
Military Connected 42 47 89 11 47 47 93 7
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 18 63 81 19 24 58 82 18 17 54 71 29
Female 24 59 83 17 26 54 80 20 23 54 77 23
Male 7 70 78 22 22 62 84 16 11 53 64 36
Black 16 61 77 23 21 57 79 21 18 53 71 29
Hispanic < < 100 0 < < < < < < < <
White < < 100 0 38 62 100 0 20 70 90 10
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 17 42 58 42 22 28 50 50
Students without Disabilities 17 71 88 12 25 60 86 14 16 59 76 24
Economically Disadvantaged 11 68 79 21 13 61 73 27 11 54 65 35
Not Economically Disadvantaged 33 52 86 14 41 54 95 5 28 54 82 18
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 69 79 21 9 54 63 37 22 60 82 18
Female 11 81 92 8 14 60 74 26 23 60 83 17
Male 9 60 69 31 3 47 50 50 21 60 81 19
American Indian < < 100 0
Black 11 67 79 21 6 53 59 41 18 59 77 23
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White < < 100 0 30 40 70 30 36 57 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < 8 15 23 77 6 41 47 53
Students without Disabilities 10 73 83 17 9 62 71 29 25 64 89 11
Economically Disadvantaged 11 64 75 25 7 50 57 43 15 61 76 24
Not Economically Disadvantaged 8 80 88 12 12 64 76 24 33 59 92 8
Homeless < < < < < < < <
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 18 67 85 15 15 64 79 21 17 56 73 27
Female 27 61 89 11 18 62 80 20 24 64 89 11
Male 9 72 81 19 13 66 79 21 9 48 57 43
Black 19 64 83 17 13 66 78 22 9 61 70 30
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < < <
White 10 90 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < - 20 20 80 - 29 29 71
Students without Disabilities 18 70 89 11 17 70 87 13 20 61 81 19
Economically Disadvantaged 16 65 81 19 12 59 71 29 15 52 67 33
Not Economically Disadvantaged 21 71 91 9 21 74 94 6 21 66 86 14
Homeless < < < <
Military Connected < < 100 0 < < 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
All Students 19 66 84 16 16 67 84 16 15 64 78 22
Female 20 73 93 7 16 71 86 14 14 68 82 18
Male 17 54 71 29 18 63 80 20 15 59 74 26
Black 18 66 85 15 13 67 80 20 14 62 76 24
Hispanic < < < < < < 100 0 < < 100 0
White 25 58 83 17 10 90 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 8 17 25 75
Students without Disabilities 21 70 91 9 17 69 86 14 15 70 86 14
Economically Disadvantaged 9 72 81 19 17 63 80 20 15 55 69 31
Not Economically Disadvantaged 36 55 91 9 16 74 90 10 15 79 94 6
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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 19 67 86 14 19 61 81 19 17 65 82 18
Female 20 71 91 9 22 62 85 15 17 70 86 14
Male 18 61 79 21 16 60 76 24 17 61 78 22
American Indian < < 100 0 < < 100 0
Black 16 69 85 15 14 65 79 21 13 66 80 20
Hispanic 53 33 87 13 24 59 82 18 38 56 94 6
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 32 58 90 10 48 45 93 8 36 64 100 0
Multiple Races < < < < 40 30 70 30 < < < <
Students with Disabilities 4 23 27 73 10 23 33 67 5 38 43 57
Students without Disabilities 20 70 91 9 20 66 86 14 19 71 89 11
Economically Disadvantaged 18 64 82 18 14 63 77 23 11 66 76 24
Not Economically Disadvantaged 21 71 92 8 29 57 86 14 28 65 93 7
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 58 32 89 11 27 67 93 7
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 19 63 82 18 23 64 87 13 19 65 84 16
Female 18 68 85 15 24 62 86 14 21 65 86 14
Male 21 57 79 21 22 67 89 11 17 65 81 19
Black 10 69 80 20 15 68 83 17 19 63 82 18
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < 100 0 54 46 100 0 30 70 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 17 42 58 42 17 39 56 44
Students without Disabilities 20 69 90 10 24 67 92 8 20 70 90 10
Economically Disadvantaged 17 63 80 20 14 70 84 16 11 70 80 20
Not Economically Disadvantaged 23 64 86 14 36 56 92 8 33 56 90 10
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 69 85 15 17 53 70 30 17 72 89 11
Female 17 75 92 8 23 60 84 16 11 75 87 13
Male 16 64 80 20 11 45 55 45 23 68 91 9
American Indian < < 100 0
Black 17 70 87 13 13 58 70 30 13 73 86 14
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White < < 100 0 50 20 70 30 36 64 100 0
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < 15 15 31 69 - 59 59 41
Students without Disabilities 17 70 87 13 18 60 78 22 20 74 94 6
Economically Disadvantaged 16 64 80 20 11 57 68 32 12 72 84 16
Not Economically Disadvantaged 16 80 96 4 32 44 76 24 26 72 97 3
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
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 20 64 84 16 20 54 74 26 10 62 72 28
Female 27 64 91 9 20 56 76 24 14 75 89 11
Male 13 65 78 22 19 53 72 28 7 49 56 44
Black 18 64 83 17 14 59 73 27 4 64 68 32
Hispanic < < 100 0 < < < < < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < - 10 10 90 - 21 21 79
Students without Disabilities 21 66 87 13 22 60 82 18 12 70 82 18
Economically Disadvantaged 18 59 77 23 10 59 69 31 7 60 67 33
Not Economically Disadvantaged 24 74 97 3 35 47 82 18 19 67 85 15
Homeless < < 100 0
Military Connected < < 100 0 < < 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 20 70 90 10 16 73 89 11 20 63 82 18
Female 19 78 96 4 22 71 92 8 20 64 84 16
Male 23 57 80 20 10 75 85 15 20 61 80 20
Black 17 74 91 9 15 73 88 12 16 65 81 19
Hispanic < < 100 0 < < < < < < 100 0
White 17 58 75 25 20 80 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 25 25 75
Students without Disabilities 23 76 99 1 17 75 92 8 23 68 90 10
Economically Disadvantaged 20 71 91 9 20 68 88 12 13 61 74 26
Not Economically Disadvantaged 21 67 88 12 10 81 90 10 32 65 97 3
Homeless < < 100 0 < < 100 0
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 14 57 71 29 14 62 76 24 16 55 70 30
Female 16 60 77 23 7 67 73 27 16 64 80 20
Male 11 55 66 34 21 57 79 21 16 45 61 39
Black 12 59 71 29 10 63 73 27 7 59 66 34
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 10 - 10 90 - 7 7 93
Students without Disabilities 14 60 75 25 15 70 84 16 19 64 82 18
Economically Disadvantaged 9 49 58 42 7 62 69 31 8 58 67 33
Not Economically Disadvantaged 21 71 91 9 26 62 88 12 32 46 79 21
Homeless < < < <
Military Connected < < 100 0 < < 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 14 57 71 29 14 62 76 24 16 55 70 30
Female 16 60 77 23 7 67 73 27 16 64 80 20
Male 11 55 66 34 21 57 79 21 16 45 61 39
Black 12 59 71 29 10 63 73 27 7 59 66 34
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 10 - 10 90 - 7 7 93
Students without Disabilities 14 60 75 25 15 70 84 16 19 64 82 18
Economically Disadvantaged 9 49 58 42 7 62 69 31 8 58 67 33
Not Economically Disadvantaged 21 71 91 9 26 62 88 12 32 46 79 21
Homeless < < < <
Military Connected < < 100 0 < < 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 23 54 78 22 30 44 74 26 23 50 73 27
Female 25 61 86 14 33 51 84 16 21 53 74 26
Male 22 49 71 29 26 37 63 37 25 47 72 28
American Indian < < 100 0
Black 23 58 80 20 21 49 70 30 14 54 68 32
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < < <
White < < 100 0 70 20 90 10 57 36 93 7
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 23 15 38 62 6 29 35 65
Students without Disabilities 25 57 82 18 31 50 81 19 26 54 80 20
Economically Disadvantaged 21 52 73 27 23 45 68 32 12 54 66 34
Not Economically Disadvantaged 28 60 88 12 44 44 88 12 41 44 85 15
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 54 78 22 29 45 74 26 23 50 73 27
Female 25 61 86 14 33 51 84 16 21 53 74 26
Male 22 49 71 29 24 38 62 38 25 48 73 27
American Indian < < 100 0
Black 23 58 80 20 21 49 70 30 14 55 69 31
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < < <
White < < 100 0 < < < < 57 36 93 7
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 17 17 33 67 6 31 38 63
Students without Disabilities 25 57 82 18 31 50 81 19 26 54 80 20
Economically Disadvantaged 21 52 73 27 23 45 68 32 12 54 66 34
Not Economically Disadvantaged 28 60 88 12 42 46 88 13 42 45 87 13
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ 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
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School---
Division65-
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 2017-20182018-20192019-2020
Pre-kindergarten0--
Kindergarten124119111
Grade 19694128
Grade 210486127
Grade 393100103
Grade 48594122
Grade 59189128
Grade 69196106
Total Students684678825

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students684678825
Female355346426
Male329332399
American Indian545
Asian123
Black562541629
Hispanic233645
Native Hawaiian454
White6671106
Multiple Races231933
Students with Disabilities7883100
Students without Disabilities606595725
Economically Disadvantaged463463551
Not Economically Disadvantaged221215274
English Learners1--
Not English Learners683678825
Military Connected532039
< = 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 Students591686136663363
Female312333213433230
Male279352923230133
American Indian<<<<<<
Asian<<<<<<
Black473475035350851
Hispanic234211350
Native Hawaiian<<<<<<
White6910608628
Multiple Races187204183
Students with Disabilities64963138110
Economically Disadvantaged394524085241649
English Learners<<----
Homeless<<64<<
< = 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 58
Other Offenses Against Persons 14
Weapons Offenses <
Offenses Against Staff <

< = 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 Indian0.30.70.6
Asian0.20.10.3
Black798882.290.779.890.6
Hispanic3.95.13.42.75.31.9
Native Hawaiian0.80.60.7
White1269.6410.5
Multiple Races3.90.93.42.72.87.5
< = 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 Indian0.30.70.6
Asian0.20.10.3
Black7982.279.8
Hispanic3.93.45.3
Native Hawaiian0.80.60.7
White129.610.5
Multiple Races3.93.42.8
< = 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 Indian0.30.70.6
Asian0.20.10.3
Black7982.279.8
Hispanic3.93.45.3
Native Hawaiian0.80.60.7
White129.610.5
Multiple Races3.93.42.8
< = 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 63.760.259.4
< = 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 8890105
< = 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 68.874.869.3
< = 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
2017-201835%63%0%2%
2018-201940%57%0%3%
2019-202041%51%0%8%
< = 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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