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Crestwood Intermediate

General school information

Category: Elementary (03-05) School
Phone: 757-494-7565
Address: 1240 Great Bridge Blvd Chesapeake, VA 23320
Principal: Dr. Tonita G. Phillips
Superintendent: Dr. Jared A. Cotton
School Number: 700
Region: 2
Division: Chesapeake City Public Schools
Division Number: 136
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 17 57 74 26 18 55 73 27 15 56 71 29
Female 18 62 80 20 21 57 78 22 16 60 75 25
Male 17 52 69 31 15 53 68 32 15 53 68 32
American Indian < < 100 0 < < 100 0
Asian 32 54 86 14 24 52 76 24 10 86 95 5
Black 13 57 70 30 15 54 69 31 11 54 65 35
Hispanic 11 61 71 29 13 57 70 30 17 48 65 35
Native Hawaiian < < 100 0 < < < < < < < <
White 25 53 78 22 25 53 78 22 23 56 79 21
Multiple Races 17 67 83 17 19 63 82 18 14 66 80 20
Students with Disabilities 15 26 41 59 8 32 40 60 9 30 39 61
Students without Disabilities 18 64 81 19 20 60 80 20 17 62 79 21
Economically Disadvantaged 13 55 68 32 13 51 63 37 9 52 61 39
Not Economically Disadvantaged 21 60 81 19 23 59 82 18 22 61 83 17
English Learners 19 49 67 33 9 45 55 45 - 44 44 56
Military Connected 19 62 81 19 17 70 87 13
Foster Care < < < < < < < <
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 16 55 71 29 16 58 75 25 15 53 68 32
Female 18 59 77 23 19 62 81 19 14 57 71 29
Male 14 52 66 34 14 54 68 32 16 50 66 34
American Indian < < 100 0
Asian 18 55 73 27 < < < < < < 100 0
Black 11 50 60 40 17 55 72 28 11 49 59 41
Hispanic 13 67 79 21 4 67 71 29 14 48 62 38
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 26 53 79 21 18 57 75 25 24 52 76 24
Multiple Races 9 77 86 14 20 65 85 15 10 70 80 20
Students with Disabilities 17 24 41 59 10 41 51 49 5 26 30 70
Students without Disabilities 16 62 77 23 18 62 80 20 17 59 76 24
Economically Disadvantaged 10 51 61 39 13 51 63 37 10 46 56 44
Not Economically Disadvantaged 23 60 83 17 21 68 89 11 20 59 80 20
English Learners 17 50 67 33 8 69 77 23 < < < <
Military Connected 26 64 90 10 14 73 86 14
Foster Care < < < < < < < <
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 20 55 76 24 20 51 71 29 15 61 77 23
Female 21 63 83 17 22 51 73 27 16 65 81 19
Male 20 49 69 31 18 50 69 31 15 58 73 27
Asian < < < < 10 60 70 30 < < 100 0
Black 18 58 76 24 9 56 65 35 12 60 72 28
Hispanic 7 52 59 41 24 48 71 29 21 46 67 33
Native Hawaiian < < < < < < < <
White 26 54 80 20 36 43 79 21 24 65 89 11
Multiple Races 21 54 75 25 29 48 76 24 6 71 76 24
Students with Disabilities 17 24 41 59 7 26 33 67 14 38 52 48
Students without Disabilities 21 62 83 17 23 56 79 21 16 67 83 17
Economically Disadvantaged 20 52 72 28 13 48 61 39 7 61 68 32
Not Economically Disadvantaged 21 58 79 21 29 54 83 17 25 62 87 13
English Learners 17 42 58 42 < < < < < < < <
Military Connected 22 51 73 27 20 73 93 7
Foster Care < < 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 15 61 76 24 18 56 73 27 15 55 70 30
Female 15 64 78 22 22 58 80 20 17 57 74 26
Male 16 58 74 26 14 54 68 32 13 53 66 34
American Indian < < 100 0 < < 100 0
Asian 30 70 100 0 < < < < - 90 90 10
Black 8 64 71 29 17 52 69 31 10 53 63 37
Hispanic 12 64 76 24 14 55 68 32 17 50 67 33
Native Hawaiian < < 100 0 < < 100 0
White 23 53 76 24 20 58 78 22 22 52 75 25
Multiple Races 20 70 90 10 12 73 85 15 23 59 82 18
Students with Disabilities 11 29 39 61 6 30 36 64 7 27 34 66
Students without Disabilities 16 68 84 16 20 61 82 18 16 62 78 22
Economically Disadvantaged 9 62 70 30 13 54 66 34 10 49 59 41
Not Economically Disadvantaged 20 61 81 19 21 57 78 22 20 63 84 16
English Learners 21 53 74 26 < < < < < < < <
Military Connected 13 67 80 20 18 62 79 21
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 16 59 75 25 16 57 73 27 14 70 85 15
Female 15 64 78 22 16 59 75 25 13 73 86 14
Male 17 54 72 28 16 55 71 29 16 68 84 16
American Indian < < 100 0 < < < <
Asian 18 68 86 14 33 57 90 10 32 68 100 0
Black 10 59 70 30 9 59 68 32 7 76 83 17
Hispanic 16 59 75 25 16 58 75 25 15 65 81 19
Native Hawaiian < < < < < < < < < < 100 0
White 23 59 81 19 25 52 78 22 22 63 85 15
Multiple Races 21 56 77 23 15 66 81 19 19 74 93 7
Students with Disabilities 14 27 41 59 10 28 38 62 8 47 55 45
Students without Disabilities 16 65 82 18 17 63 81 19 16 76 91 9
Economically Disadvantaged 8 59 68 32 11 53 65 35 9 70 79 21
Not Economically Disadvantaged 23 59 82 18 21 61 82 18 20 71 91 9
English Learners 15 53 68 32 9 61 70 30 10 62 71 29
Military Connected 20 61 82 18 18 74 92 8
Foster Care < < < < < < < <
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 15 56 71 29 19 59 79 21 16 70 86 14
Female 18 58 76 24 18 65 83 17 13 74 87 13
Male 12 53 66 34 21 53 74 26 18 67 85 15
American Indian < < 100 0
Asian 18 55 73 27 < < 100 0 < < 100 0
Black 7 54 61 39 14 64 78 22 11 74 85 15
Hispanic 12 65 77 23 21 54 75 25 10 69 79 21
Native Hawaiian < < < < < < 100 0 < < 100 0
White 25 54 79 21 25 52 77 23 19 68 87 13
Multiple Races 18 64 82 18 20 65 85 15 21 68 89 11
Students with Disabilities 15 22 37 63 18 29 47 53 7 43 50 50
Students without Disabilities 15 63 78 22 20 66 85 15 18 76 93 7
Economically Disadvantaged 9 52 60 40 14 58 72 28 14 66 80 20
Not Economically Disadvantaged 22 61 83 17 26 61 88 13 18 74 92 8
English Learners 8 54 62 38 14 57 71 29 10 60 70 30
Military Connected 36 60 95 5 22 69 90 10
Foster Care < < < < < < < <
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 17 64 81 19 21 56 77 23 14 74 88 12
Female 12 75 87 13 22 52 75 25 13 77 91 9
Male 21 54 76 24 19 60 79 21 14 71 85 15
Asian < < < < 40 50 90 10 < < 100 0
Black 14 65 79 21 8 61 70 30 4 81 85 15
Hispanic 17 62 79 21 24 57 81 19 21 67 88 13
Native Hawaiian < < < < < < 100 0
White 20 66 86 14 36 45 81 19 22 67 89 11
Multiple Races 25 54 79 21 19 71 90 10 24 71 94 6
Students with Disabilities 16 31 47 53 7 29 36 64 10 52 62 38
Students without Disabilities 17 70 88 13 24 62 86 14 15 79 94 6
Economically Disadvantaged 13 64 77 23 12 54 66 34 5 76 81 19
Not Economically Disadvantaged 21 64 85 15 31 58 89 11 23 72 95 5
English Learners 7 64 71 29 < < < < < < < <
Military Connected 24 51 76 24 16 82 98 2
Foster Care < < 100 0 < < 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 16 57 72 28 10 56 66 34 13 67 81 19
Female 14 58 72 28 7 60 68 32 12 68 80 20
Male 18 55 73 27 11 53 64 36 15 66 81 19
American Indian < < 100 0 < < < <
Asian 20 80 100 0 < < < < 10 90 100 0
Black 9 57 66 34 7 52 59 41 5 72 77 23
Hispanic 19 50 69 31 5 64 68 32 16 60 76 24
Native Hawaiian < < 100 0 < < 100 0
White 23 55 78 22 16 59 76 24 27 54 81 19
Multiple Races 20 50 70 30 8 62 69 31 14 82 95 5
Students with Disabilities 11 28 39 61 6 28 34 66 7 46 54 46
Students without Disabilities 16 62 78 22 10 63 73 27 15 72 86 14
Economically Disadvantaged 3 63 66 34 8 47 55 45 7 69 76 24
Not Economically Disadvantaged 26 51 78 22 11 63 73 27 21 66 87 13
English Learners 25 45 70 30 < < < < < < < <
Military Connected 9 69 77 23 15 72 87 13
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 20 61 81 19 15 65 79 21 13 55 68 32
Female 17 64 81 19 13 66 79 21 12 56 68 32
Male 24 57 82 18 16 64 79 21 14 55 69 31
American Indian < < 100 0 < < < <
Asian 40 50 90 10 < < < < 10 80 90 10
Black 15 61 76 24 12 61 73 27 5 53 58 42
Hispanic 16 76 92 8 23 55 77 23 16 48 64 36
Native Hawaiian < < 100 0 < < 100 0
White 28 53 81 19 19 73 92 8 24 56 79 21
Multiple Races 16 79 95 5 15 65 81 19 18 64 82 18
Students with Disabilities 8 42 50 50 6 50 56 44 10 27 37 63
Students without Disabilities 22 65 87 13 17 68 85 15 14 62 75 25
Economically Disadvantaged 13 63 75 25 13 59 72 28 6 54 59 41
Not Economically Disadvantaged 27 60 87 13 16 69 84 16 22 58 80 20
English Learners 25 55 80 20 < < < < < < < <
Military Connected 9 80 89 11 23 51 74 26
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 20 61 81 19 15 65 79 21 13 55 68 32
Female 17 64 81 19 13 66 79 21 12 56 68 32
Male 24 57 82 18 16 64 79 21 14 55 69 31
American Indian < < 100 0 < < < <
Asian 40 50 90 10 < < < < 10 80 90 10
Black 15 61 76 24 12 61 73 27 5 53 58 42
Hispanic 16 76 92 8 23 55 77 23 16 48 64 36
Native Hawaiian < < 100 0 < < 100 0
White 28 53 81 19 19 73 92 8 24 56 79 21
Multiple Races 16 79 95 5 15 65 81 19 18 64 82 18
Students with Disabilities 8 42 50 50 6 50 56 44 10 27 37 63
Students without Disabilities 22 65 87 13 17 68 85 15 14 62 75 25
Economically Disadvantaged 13 63 75 25 13 59 72 28 6 54 59 41
Not Economically Disadvantaged 27 60 87 13 16 69 84 16 22 58 80 20
English Learners 25 55 80 20 < < < < < < < <
Military Connected 9 80 89 11 23 51 74 26
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 41 47 88 12 39 49 88 12 30 47 77 23
Female 36 55 91 9 43 46 89 11 30 48 78 22
Male 48 38 85 15 35 52 87 13 31 46 77 23
American Indian < < 100 0 < < 100 0
Asian 60 40 100 0 < < < < 50 40 90 10
Black 34 53 87 13 34 50 84 16 18 53 71 29
Hispanic 33 63 96 4 36 45 82 18 29 42 71 29
Native Hawaiian < < 100 0 < < 100 0
White 51 36 87 13 47 49 96 4 44 38 83 17
Multiple Races 45 40 85 15 36 60 96 4 41 50 91 9
Students with Disabilities 14 43 57 43 16 43 59 41 10 32 41 59
Students without Disabilities 47 48 95 5 44 50 94 6 35 51 86 14
Economically Disadvantaged 30 54 84 16 29 53 82 18 16 52 68 32
Not Economically Disadvantaged 50 42 92 8 46 46 92 8 48 41 90 10
English Learners 47 47 95 5 < < < < < < < <
Military Connected 43 51 94 6 45 42 87 13
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 42 46 88 12 39 49 88 12 30 47 77 23
Female 37 54 91 9 44 45 89 11 30 47 78 22
Male 48 36 85 15 36 51 87 13 30 47 77 23
American Indian < < 100 0 < < 100 0
Asian 60 40 100 0 < < < < 50 40 90 10
Black 34 53 87 13 35 49 83 17 18 53 71 29
Hispanic 35 61 96 4 36 45 82 18 30 39 70 30
Native Hawaiian < < 100 0 < < 100 0
White 51 35 87 13 47 49 96 4 44 38 82 18
Multiple Races 47 37 84 16 36 60 96 4 41 50 91 9
Students with Disabilities 15 36 52 48 17 40 57 43 8 29 37 63
Students without Disabilities 47 48 95 5 44 50 94 6 35 51 86 14
Economically Disadvantaged 30 54 84 16 30 52 81 19 16 52 67 33
Not Economically Disadvantaged 51 41 92 8 46 46 92 8 48 41 90 10
English Learners 53 41 94 6 < < < < < < < <
Military Connected 43 51 94 6 45 42 87 13
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
School214
Division273254
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
Grade 3248250254
Grade 4217241234
Grade 5236244231
Total Students701735719

< = 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 Students701735719
Female335356347
Male366379372
American Indian434
Asian242119
Black329346337
Hispanic77107110
Native Hawaiian551
White203189171
Multiple Races596477
Students with Disabilities122137143
Students without Disabilities579598576
Economically Disadvantaged380403384
Not Economically Disadvantaged321332335
English Learners395239
Not English Learners662683680
Military Connected131141132
Foster Care642
< = 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 Students714506874865846
Female363213432031317
Male351293442834529
American Indian----<<
Asian252211230
Black342183332632217
Hispanic764662756
Native Hawaiian<<<<<<
White203242001417618
Multiple Races652645544
Students with Disabilities12218127171329
Economically Disadvantaged371393553936338
English Learners414333394
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 80
Other Offenses Against Persons 36
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.1--0.6
Asian3.58.133.43.2
Black47.564.949.67646.959.6
Hispanic9.45.49.34118.5
Native Hawaiian0.40.40.7
White29.913.529122913.8
Multiple Races9.28.18.788.414.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.6
Asian3.533.4
Black47.549.646.9
Hispanic9.49.311
Native Hawaiian0.40.40.7
White29.92929
Multiple Races9.28.78.4
< = 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 Indian0.1--0.6
Asian3.533.4
Black47.549.646.9
Hispanic9.49.311
Native Hawaiian0.40.40.7
White29.92929
Multiple Races9.28.78.4
< = 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 52.254.155.1
< = 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 68.65049.5
< = 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 70.967.868.3
< = 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
2017-201849%45%2%4%
2018-201951%44%2%3%
2019-202047%48%2%3%
< = 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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