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

Cub Run Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-633-7500
Address: 5301 Sully Station Dr Centreville, VA 20120-1367
Principal: Ms. Jennifer Coakley
Superintendent: Dr. Scott S. Brabrand
School Number: 1600
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

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

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 25 60 85 15 26 60 86 14 21 61 82 18
Female 26 62 88 12 25 64 88 12 25 61 86 14
Male 24 58 82 18 26 57 83 17 15 62 77 23
American Indian < < < <
Asian 27 63 90 10 22 69 90 10 19 63 81 19
Black 14 52 67 33 14 45 59 41 8 60 68 32
Hispanic 14 59 73 27 16 62 78 22 15 54 69 31
White 32 56 88 12 32 60 92 8 25 62 88 12
Multiple Races 8 83 92 8 23 57 80 20 19 71 90 10
Students with Disabilities 18 56 73 27 18 57 75 25 2 59 61 39
Students without Disabilities 26 60 87 13 27 61 88 12 25 62 86 14
Economically Disadvantaged 7 56 64 36 14 53 67 33 8 56 64 36
Not Economically Disadvantaged 29 60 89 11 28 62 90 10 23 62 85 15
English Learners 13 63 76 24 - 47 47 53 9 36 45 55
Homeless < < < <
Military Connected 24 65 88 12 14 57 71 29
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 20 64 84 16 22 61 83 17 20 54 74 26
Female 19 67 86 14 30 56 86 14 27 53 80 20
Male 20 60 80 20 12 67 79 21 10 55 66 34
Asian < < < < < < 100 0 36 29 64 36
Black < < < < < < < < < < < <
Hispanic < < < < 9 55 64 36 - 57 57 43
White 24 68 91 9 27 64 91 9 23 59 82 18
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < 8 75 83 17 < < < <
Students without Disabilities 20 64 84 16 25 58 83 17 23 51 74 26
Economically Disadvantaged - 58 58 42 15 38 54 46 7 47 53 47
Not Economically Disadvantaged 24 65 90 10 24 65 89 11 24 56 80 20
English Learners 21 57 79 21 - 60 60 40 12 41 53 47
Military Connected < < < < < < < <
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 18 59 77 23 14 69 83 17 16 62 78 22
Female 25 56 81 19 12 71 83 17 19 67 86 14
Male 14 61 75 25 17 65 83 17 12 56 68 32
American Indian < < < <
Asian 10 80 90 10 14 57 71 29 < < 100 0
Black < < < < < < < < < < < <
Hispanic 13 40 53 47 < < 100 0 9 55 64 36
White 24 53 78 22 19 75 94 6 23 59 82 18
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 18 53 71 29 20 30 50 50 8 46 54 46
Students without Disabilities 19 60 79 21 13 76 89 11 17 65 83 17
Economically Disadvantaged 7 60 67 33 8 67 75 25 - 54 54 46
Not Economically Disadvantaged 21 58 79 21 15 69 85 15 19 63 83 17
English Learners 14 50 64 36 < < < < - 40 40 60
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 33 55 88 13 29 57 86 14 30 55 85 15
Female 26 62 87 13 30 60 90 10 30 58 88 12
Male 39 49 88 12 28 56 83 17 30 48 78 22
Asian 40 53 93 7 15 77 92 8 14 57 71 29
Black < < < < < < < < < < < <
Hispanic 13 56 69 31 7 71 79 21 < < 100 0
White 39 55 95 5 40 49 89 11 34 56 91 9
Multiple Races < < < < < < < < < < < <
Students with Disabilities 20 50 70 30 17 56 72 28 - 45 45 55
Students without Disabilities 34 56 90 10 32 58 89 11 36 56 93 7
Economically Disadvantaged 19 44 63 38 6 61 67 33 20 60 80 20
Not Economically Disadvantaged 36 58 94 6 34 57 91 9 32 54 86 14
English Learners 14 55 68 32 < < < < < < < <
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
All Students 29 63 91 9 34 57 91 9 19 71 90 10
Female 32 65 97 3 27 68 95 5 26 67 92 8
Male 26 60 86 14 41 46 88 12 14 74 88 12
Asian 29 71 100 0 29 71 100 0 8 92 100 0
Black < < < < < < < < < < < <
Hispanic 13 75 88 13 31 46 77 23 20 47 67 33
White 43 51 94 6 36 59 95 5 24 70 94 6
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 15 62 77 23 27 64 91 9 - 67 67 33
Students without Disabilities 31 63 94 6 35 56 92 8 23 72 95 5
Economically Disadvantaged - 67 67 33 29 43 71 29 8 67 75 25
Not Economically Disadvantaged 34 62 96 4 35 60 96 4 20 71 92 8
English Learners 5 86 90 10 < < < < < < < <
Military Connected < < 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 22 64 86 14 23 66 88 12 17 70 88 12
Female 20 63 83 17 20 65 86 14 14 73 87 13
Male 24 65 89 11 25 66 91 9 21 67 88 12
American Indian < < 100 0
Asian 35 54 88 12 31 61 92 8 20 67 88 12
Black 5 67 71 29 - 73 73 27 16 60 76 24
Hispanic 14 63 77 23 11 70 80 20 8 71 79 21
White 25 66 90 10 28 63 91 9 19 72 91 9
Multiple Races 8 79 88 13 13 80 93 7 19 71 90 10
Students with Disabilities 16 56 71 29 10 51 61 39 - 67 67 33
Students without Disabilities 23 66 89 11 25 69 94 6 21 71 92 8
Economically Disadvantaged 11 61 71 29 7 79 86 14 8 63 71 29
Not Economically Disadvantaged 24 65 89 11 26 63 89 11 19 72 91 9
English Learners 19 58 77 23 3 59 63 38 3 56 59 41
Homeless < < < <
Military Connected 18 76 94 6 29 50 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 8 65 73 27 13 75 88 12 12 66 78 22
Female 8 58 67 33 11 73 84 16 9 69 78 22
Male 8 75 83 17 15 79 94 6 17 62 79 21
Asian < < < < < < 100 0 21 50 71 29
Black < < < < < < < < < < < <
Hispanic < < < < 9 64 73 27 7 50 57 43
White 9 82 91 9 18 76 93 7 10 77 87 13
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < 8 67 75 25 < < < <
Students without Disabilities 7 65 73 27 14 77 91 9 14 69 83 17
Economically Disadvantaged - 42 42 58 - 85 85 15 7 47 53 47
Not Economically Disadvantaged 10 71 81 19 16 73 89 11 14 71 85 15
English Learners - 38 38 62 9 55 64 36 - 59 59 41
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 19 64 83 17 25 55 80 20 11 80 91 9
Female 22 59 81 19 22 56 78 22 7 86 93 7
Male 18 67 84 16 29 54 83 17 15 74 88 12
American Indian < < 100 0
Asian 36 64 100 0 36 36 71 29 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 7 60 67 33 < < < < 9 91 100 0
White 22 59 82 18 28 59 88 13 14 75 89 11
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 6 41 47 53 10 30 40 60 - 77 77 23
Students without Disabilities 23 69 92 8 27 60 87 13 13 81 94 6
Economically Disadvantaged 13 63 75 25 - 75 75 25 - 77 77 23
Not Economically Disadvantaged 21 64 85 15 30 51 81 19 13 81 94 6
English Learners 20 53 73 27 < < < < - 60 60 40
Homeless < < < <
Military Connected < < 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 22 66 88 12 10 73 84 16 9 69 78 22
Female 21 61 82 18 3 80 83 17 6 71 77 23
Male 23 70 93 7 16 68 84 16 14 64 79 21
Asian < < < < < < 100 0 9 73 82 18
Black < < < < < < 100 0 < < < <
Hispanic 6 75 81 19 - 69 69 31 < < < <
White 31 62 92 8 14 68 81 19 - 81 81 19
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 20 70 90 10 - 44 44 56 - 50 50 50
Students without Disabilities 23 65 88 13 14 82 96 4 11 74 86 14
Economically Disadvantaged 8 77 85 15 - 94 94 6 < < < <
Not Economically Disadvantaged 27 62 89 11 14 67 80 20 8 75 83 17
English Learners 14 67 81 19 < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 74 94 6 26 69 95 5 20 74 93 7
Female 18 80 98 3 26 66 92 8 21 74 95 5
Male 21 68 89 11 26 72 98 2 19 73 92 8
Asian 29 71 100 0 21 79 100 0 25 75 100 0
Black < < < < < < < < < < < <
Hispanic 29 64 93 7 15 77 92 8 - 86 86 14
White 18 79 97 3 36 60 95 5 24 72 96 4
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 23 62 85 15 18 64 82 18 - 76 76 24
Students without Disabilities 18 77 95 5 27 70 97 3 24 73 97 3
Economically Disadvantaged 21 57 79 21 18 64 82 18 15 77 92 8
Not Economically Disadvantaged 19 78 97 3 27 70 97 3 21 73 94 6
English Learners 24 71 95 5 < < < < < < < <
Military Connected < < 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
All Students 69 31 100 0 64 36 100 0 56 44 100 0
Female < < 100 0 69 31 100 0 < < 100 0
Male 71 29 100 0 60 40 100 0 50 50 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 79 21 100 0 77 23 100 0 56 44 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 69 31 100 0 65 35 100 0 60 40 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 72 28 100 0 70 30 100 0 58 42 100 0
Military Connected < < 100 0 < < 100 0
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 30 54 84 16 15 70 85 15 23 65 88 12
Female 33 51 85 15 13 70 83 18 21 67 88 12
Male 27 56 83 17 17 70 87 13 26 61 87 13
Asian 47 47 93 7 - 92 92 8 21 57 79 21
Black < < < < < < < < < < < <
Hispanic 13 56 69 31 - 71 71 29 < < 100 0
White 32 55 87 13 25 62 87 13 31 56 88 13
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 20 60 80 20 6 56 61 39 18 45 64 36
Students without Disabilities 31 53 84 16 17 74 91 9 24 69 93 7
Economically Disadvantaged 13 50 63 38 - 72 72 28 10 60 70 30
Not Economically Disadvantaged 34 55 89 11 18 70 88 12 25 66 91 9
English Learners 23 32 55 45 < < < < < < < <
Military Connected < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 54 84 16 15 70 85 15 23 65 88 12
Female 33 51 85 15 13 70 83 18 21 67 88 12
Male 27 56 83 17 17 70 87 13 26 61 87 13
Asian 47 47 93 7 - 92 92 8 21 57 79 21
Black < < < < < < < < < < < <
Hispanic 13 56 69 31 - 71 71 29 < < 100 0
White 32 55 87 13 25 62 87 13 31 56 88 13
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 20 60 80 20 6 56 61 39 18 45 64 36
Students without Disabilities 31 53 84 16 17 74 91 9 24 69 93 7
Economically Disadvantaged 13 50 63 38 - 72 72 28 10 60 70 30
Not Economically Disadvantaged 34 55 89 11 18 70 88 12 25 66 91 9
English Learners 23 32 55 45 < < < < < < < <
Military Connected < < < < < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 49 86 14 33 59 91 9 51 39 90 10
Female 33 55 88 12 27 65 92 8 55 45 100 0
Male 40 45 85 15 43 48 90 10 45 32 77 23
American Indian < < 100 0
Asian < < 100 0 40 60 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 9 64 73 27 < < 100 0 < < < <
White 46 40 85 15 42 52 94 6 56 39 95 5
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 20 67 87 13 < < < < 27 55 82 18
Students without Disabilities 42 45 86 14 36 60 96 4 55 36 91 9
Economically Disadvantaged 10 70 80 20 40 50 90 10 < < < <
Not Economically Disadvantaged 41 46 87 13 31 60 92 8 55 38 93 7
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 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 38 49 86 14 33 58 91 9 51 39 90 10
Female 33 55 88 12 27 65 92 8 55 45 100 0
Male 40 45 85 15 45 45 90 10 45 32 77 23
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 9 64 73 27 < < 100 0 < < < <
White 46 40 85 15 42 52 94 6 56 39 95 5
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 20 67 87 13 < < < < 27 55 82 18
Students without Disabilities 42 45 86 14 36 60 96 4 55 36 91 9
Economically Disadvantaged 10 70 80 20 40 50 90 10 < < < <
Not Economically Disadvantaged 41 46 87 13 32 60 91 9 55 38 93 7
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 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
School222
Division1,2568501,072
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-kindergarten272225
Kindergarten688472
Grade 1736985
Grade 2868366
Grade 3747280
Grade 4647975
Grade 5956782
Grade 6849562
Total Students571571547

< = 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 Students571571547
Female297290284
Male274281263
Asian849582
Black313436
Hispanic848885
White319305289
Multiple Races534855
Students with Disabilities969692
Students without Disabilities475475455
Economically Disadvantaged989883
Not Economically Disadvantaged473473464
English Learners11310897
Not English Learners458463450
Homeless411
Military Connected232117
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

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 Students511335123153419
Female26515270162769
Male246182421525810
American Indian----<<
Asian786816864
Black323271332
Hispanic7611749853
White282122801328410
Multiple Races431502450
Students with Disabilities636757745
Economically Disadvantaged781385127610
English Learners11514105129513
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
Disorderly or Disruptive Behavior Offenses 20
Other Offenses Against Persons 12
All Other 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 Indian----0.2
Asian14.814.718.216.6
Black7.25.4620
Hispanic15.52514.715.4
Native Hawaiian------
White55.24555.945.553.480
Multiple Races7.4309.336.48.4
< = 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 Indian0.2
Asian14.814.716.6
Black7.25.46
Hispanic15.514.715.4
Native Hawaiian
White55.255.953.4
Multiple Races7.49.38.4
< = 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 Indian----0.2
Asian14.814.716.6
Black7.25.46
Hispanic15.514.715.4
Native Hawaiian------
White55.255.953.4
Multiple Races7.49.38.4
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 15.417.714.3
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 13.614.910
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 77.369.676.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

2015-2016 school data (CSV)
2015-2016 school data (Excel)
Code Book
User Guide
Usage Agreement

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201726%74%0%0%
2017-201828%72%0%0%
2018-201931%69%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesNo-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students83%85%73%75%
Asian81%87%87%75%
Black68%67%60%75%
Hispanic69%73%63%75%
White89%90%81%75%
Economically Disadvantaged65%65%62%75%
English Learners68%71%53%75%
Students with Disabilities62%70%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students88%88%74%70%
Asian86%89%89%70%
Black76%76%60%70%
Hispanic79%78%64%70%
White92%91%81%70%
Economically Disadvantaged71%76%63%70%
English Learners75%77%57%70%
Students with Disabilities69%67%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students89%
Asian79%
Black<
Hispanic<
White90%
Economically Disadvantaged70%
English Learners81%
Students with Disabilities64%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students85%90%
Asian85%90%
Black72%80%
Hispanic75%81%
White89%94%
Economically Disadvantaged72%73%
English Learners75%78%
Students with Disabilities67%82%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students3%5%9%10%
Asian4%6%5%10%
Black6%6%9%10%
Hispanic3%9%9%10%
White3%4%9%10%
Economically Disadvantaged12%13%13%10%
English Learners12%11%8%10%
Students with Disabilities6%8%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress61%46%58%
English Learner Proficiency14%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress304961%
English Learner Proficiency96614%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%<
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

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
Public Preschool​
School 14%
Division 22%
State 33%

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​​​
School %
Division 64%
State 81%
Cub Run Elementary to top