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Deer Park Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-802-5000
Address: 15109 Carlbern Dr Centreville, VA 20120-1432
Principal: Mr. Robert J. Damato
Superintendent: Dr. Scott S. Brabrand
School Number: 2204
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 Two
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 Two Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two 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 56 81 19 16 59 75 25 14 56 70 30
Female 29 54 83 17 17 63 80 20 17 59 76 24
Male 22 58 80 20 15 56 72 28 11 54 65 35
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 31 48 79 21 17 60 76 24 20 54 73 27
Black 15 50 65 35 3 51 54 46 8 47 56 44
Hispanic 17 55 72 28 10 56 67 33 6 56 61 39
Native Hawaiian < < < <
White 32 60 92 8 22 63 85 15 19 56 76 24
Multiple Races 15 58 73 27 17 57 73 27 11 74 85 15
Students with Disabilities 22 35 56 44 8 44 52 48 9 28 37 63
Students without Disabilities 26 60 86 14 18 63 81 19 15 64 79 21
Economically Disadvantaged 16 49 65 35 7 50 57 43 7 47 54 46
Not Economically Disadvantaged 28 58 86 14 20 63 83 17 18 61 78 22
English Learners 15 52 67 33 - 27 27 73 - 32 32 68
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 49 82 18 12 48 60 40 12 40 52 48
Female 36 43 79 21 14 54 69 31 15 49 63 37
Male 28 58 85 15 11 42 53 47 10 30 40 60
Asian 38 54 92 8 < < < < 17 42 58 42
Black < < < < < < < < < < < <
Hispanic 32 37 68 32 7 29 36 64 5 38 43 57
Native Hawaiian < < < <
White 38 54 92 8 14 51 66 34 19 32 52 48
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 6 29 35 65 - 12 12 88
Students without Disabilities 32 50 82 18 14 54 68 32 16 47 63 38
Economically Disadvantaged 32 36 68 32 14 23 36 64 6 39 45 55
Not Economically Disadvantaged 32 55 87 13 12 59 71 29 17 40 56 44
English Learners 25 54 79 21 - 33 33 67 - 29 29 71
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 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 19 61 80 20 16 56 73 27 13 61 74 26
Female 17 72 89 11 19 55 74 26 18 55 74 26
Male 20 52 73 27 14 57 70 30 6 68 74 26
Asian < < < < 9 64 73 27 - 70 70 30
Black 15 46 62 38 < < < < < < < <
Hispanic - 73 73 27 18 41 59 41 7 71 79 21
White 27 65 92 8 25 58 83 18 17 56 72 28
Multiple Races < < < < < < < < < < < <
Students with Disabilities 14 43 57 43 13 31 44 56 19 25 44 56
Students without Disabilities 20 65 85 15 17 61 79 21 11 71 82 18
Economically Disadvantaged - 58 58 42 4 46 50 50 11 37 47 53
Not Economically Disadvantaged 25 62 87 13 22 60 83 17 13 70 83 17
English Learners 5 47 53 47 - 21 21 79 - 47 47 53
Military Connected < < 100 0 < < 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 62 80 20 19 59 78 22 19 60 79 21
Female 22 61 83 17 19 62 81 19 23 60 84 16
Male 14 63 78 22 18 57 75 25 15 59 73 27
American Indian < < 100 0
Asian 23 46 69 31 < < < < 50 40 90 10
Black < < < < 8 42 50 50 < < < <
Hispanic 18 54 71 29 6 53 59 41 5 52 57 43
White 19 78 97 3 26 68 95 5 26 62 88 12
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 35 53 47 6 56 63 38 11 42 53 47
Students without Disabilities 18 68 86 14 22 60 82 18 22 65 86 14
Economically Disadvantaged 10 55 65 35 5 55 59 41 11 56 67 33
Not Economically Disadvantaged 20 64 84 16 24 61 85 15 23 61 84 16
English Learners 10 48 58 42 < < < < - 29 29 71
Homeless < < 100 0 < < < < < < < <
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 33 51 84 16 17 72 89 11 12 65 78 22
Female 37 46 83 17 15 79 95 5 11 71 82 18
Male 28 58 85 15 18 66 84 16 14 60 74 26
Asian 46 38 85 15 23 46 69 31 < < < <
Black 10 50 60 40 < < < < 8 38 46 54
Hispanic 14 64 79 21 8 88 96 4 6 69 75 25
White 40 49 89 11 23 74 97 3 15 72 87 13
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 27 20 47 53 7 60 67 33 8 31 38 62
Students without Disabilities 34 58 92 8 19 74 93 7 13 72 85 15
Economically Disadvantaged 18 53 71 29 8 75 83 17 - 57 57 43
Not Economically Disadvantaged 36 51 87 13 20 71 91 9 17 69 86 14
English Learners 18 59 77 23 - 40 40 60 - 20 20 80
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 21 57 77 23 16 58 73 27 17 60 76 24
Female 16 59 76 24 12 60 72 28 12 69 81 19
Male 25 54 79 21 19 55 74 26 21 50 72 28
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 25 52 77 23 23 53 77 23 23 64 86 14
Black 5 58 63 38 3 51 54 46 8 58 67 33
Hispanic 12 47 59 41 8 53 60 40 18 49 67 33
Native Hawaiian < < 100 0
White 28 61 88 12 22 59 82 18 19 62 81 19
Multiple Races 15 73 88 12 7 73 80 20 4 70 74 26
Students with Disabilities 20 32 52 48 13 31 44 56 11 38 49 51
Students without Disabilities 21 61 82 18 16 64 80 20 18 65 83 17
Economically Disadvantaged 4 51 54 46 7 47 54 46 11 50 61 39
Not Economically Disadvantaged 26 59 84 16 19 62 81 19 19 65 84 16
English Learners 6 52 58 42 - 32 32 68 4 47 51 49
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 51 69 31 14 48 62 38 9 60 68 32
Female 17 55 72 28 11 43 54 46 5 71 76 24
Male 20 45 65 35 16 53 68 32 12 49 61 39
Asian 23 54 77 23 < < < < 15 69 85 15
Black < < < < < < < < < < < <
Hispanic 5 32 37 63 14 29 43 57 14 43 57 43
Native Hawaiian < < 100 0
White 27 54 81 19 17 54 71 29 3 68 71 29
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 12 29 41 59 6 35 41 59
Students without Disabilities 19 51 71 29 14 54 68 32 9 66 75 25
Economically Disadvantaged 4 32 36 64 9 27 36 64 6 55 61 39
Not Economically Disadvantaged 24 58 82 18 16 57 73 27 10 63 73 27
English Learners 7 39 46 54 - 33 33 67 3 52 55 45
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 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 23 52 75 25 16 52 68 32 29 51 81 19
Female 22 50 72 28 13 49 62 38 24 55 79 21
Male 24 53 78 22 20 55 75 25 35 47 82 18
Asian < < < < 36 64 100 0 40 40 80 20
Black 15 38 54 46 < < < < < < 100 0
Hispanic 20 27 47 53 5 41 45 55 29 50 79 21
White 32 61 92 8 20 55 75 25 33 44 78 22
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 13 27 40 60 6 38 44 56 19 31 50 50
Students without Disabilities 26 58 83 17 19 55 73 27 32 57 89 11
Economically Disadvantaged 5 37 42 58 7 39 46 54 16 42 58 42
Not Economically Disadvantaged 29 56 85 15 21 57 78 22 34 55 89 11
English Learners - 53 53 47 - 37 37 63 6 53 59 41
Military Connected < < < < < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 59 66 34 7 48 56 44 5 59 63 37
Female 3 64 67 33 4 64 68 32 6 72 78 22
Male 11 54 66 34 10 34 45 55 4 41 44 56
American Indian < < 100 0
Asian 10 50 60 40 < < < < < < 100 0
Black < < < < - 45 45 55 < < < <
Hispanic 4 60 64 36 - 42 42 58 - 53 53 47
White 17 56 72 28 19 52 71 29 5 63 68 32
Multiple Races < < < < < < < < < < < <
Students with Disabilities 27 27 53 47 7 14 21 79 6 50 56 44
Students without Disabilities 2 68 70 30 8 60 68 33 4 62 67 33
Economically Disadvantaged - 65 65 35 5 43 48 52 3 52 55 45
Not Economically Disadvantaged 10 56 67 33 9 52 61 39 6 65 71 29
English Learners - 50 50 50 < < < < - 41 41 59
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 63 90 10 13 78 90 10 14 68 83 17
Female 19 65 84 16 9 86 95 5 9 76 85 15
Male 37 61 98 2 16 71 86 14 19 62 81 19
Asian < < < < 15 62 77 23 < < < <
Black < < < < < < < < 14 57 71 29
Hispanic 24 65 88 12 8 77 85 15 14 64 79 21
White 30 63 93 7 21 76 97 3 17 72 89 11
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 24 35 59 41 20 40 60 40 - 42 42 58
Students without Disabilities 28 70 99 1 11 85 96 4 17 73 91 9
Economically Disadvantaged - 79 79 21 4 78 83 17 22 48 70 30
Not Economically Disadvantaged 33 60 93 7 15 77 93 7 11 77 89 11
English Learners 18 68 86 14 - 45 45 55 < < < <
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
All Students 33 67 100 0 48 52 100 0 41 59 100 0
Female 27 73 100 0 < < 100 0 29 71 100 0
Male 38 62 100 0 50 50 100 0 53 47 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 25 75 100 0 50 50 100 0 33 67 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 33 67 100 0 48 52 100 0 37 63 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 33 67 100 0 48 52 100 0 39 61 100 0
English Learners < < 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 10 63 73 27 17 56 73 27 13 64 77 23
Female 7 71 78 22 19 59 78 22 14 70 84 16
Male 12 56 68 32 16 52 68 32 12 59 71 29
American Indian < < 100 0
Asian 15 54 69 31 < < < < 20 80 100 0
Black < < < < 8 33 42 58 < < < <
Hispanic 4 61 64 36 12 53 65 35 5 57 62 38
White 16 75 91 9 24 63 87 13 21 62 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 35 53 47 6 44 50 50 5 47 53 47
Students without Disabilities 8 69 77 23 20 58 78 22 15 69 85 15
Economically Disadvantaged - 62 62 38 - 55 55 45 4 56 59 41
Not Economically Disadvantaged 13 63 76 24 24 56 80 20 18 68 86 14
English Learners 3 47 50 50 < < < < - 29 29 71
Homeless < < 100 0 < < < < < < 100 0
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 10 63 73 27 17 56 73 27 13 64 77 23
Female 7 71 78 22 19 59 78 22 14 70 84 16
Male 12 56 68 32 16 52 68 32 12 59 71 29
American Indian < < 100 0
Asian 15 54 69 31 < < < < 20 80 100 0
Black < < < < 8 33 42 58 < < < <
Hispanic 4 61 64 36 12 53 65 35 5 57 62 38
White 16 75 91 9 24 63 87 13 21 62 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 35 53 47 6 44 50 50 5 47 53 47
Students without Disabilities 8 69 77 23 20 58 78 22 15 69 85 15
Economically Disadvantaged - 62 62 38 - 55 55 45 4 56 59 41
Not Economically Disadvantaged 13 63 76 24 24 56 80 20 18 68 86 14
English Learners 3 47 50 50 < < < < - 29 29 71
Homeless < < 100 0 < < < < < < 100 0
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 36 49 85 15 38 43 81 19 39 41 80 20
Female 39 52 91 9 30 53 84 16 38 44 82 18
Male 34 46 80 20 47 32 79 21 41 38 78 22
Asian < < < < 50 50 100 0 < < < <
Black 8 54 62 38 < < < < < < 100 0
Hispanic 30 60 90 10 18 59 76 24 60 30 90 10
White 45 47 92 8 45 39 84 16 37 37 74 26
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 50 58 42 29 29 57 43 31 31 62 38
Students without Disabilities 42 48 90 10 40 46 87 13 42 43 85 15
Economically Disadvantaged 7 60 67 33 14 67 81 19 25 25 50 50
Not Economically Disadvantaged 44 46 90 10 47 35 82 18 44 46 90 10
English Learners 17 67 83 17 < < < < 9 73 82 18
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 37 48 85 15 38 44 81 19 38 42 80 20
Female 39 52 91 9 30 53 84 16 34 47 81 19
Male 35 45 80 20 46 32 78 22 41 38 78 22
Asian < < < < 50 50 100 0 < < < <
Black 8 50 58 42 < < < < < < 100 0
Hispanic 30 60 90 10 13 63 75 25 60 30 90 10
White 45 47 92 8 45 39 84 16 33 39 73 27
Multiple Races < < < < < < < < < < < <
Students with Disabilities 9 45 55 45 23 31 54 46 18 36 55 45
Students without Disabilities 42 48 90 10 40 46 87 13 42 43 85 15
Economically Disadvantaged 7 60 67 33 10 70 80 20 20 27 47 53
Not Economically Disadvantaged 45 45 90 10 47 35 82 18 43 47 90 10
English Learners 17 67 83 17 < < < < 9 73 82 18
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
School326
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-kindergarten393031
Kindergarten917093
Grade 1828673
Grade 2847685
Grade 3748276
Grade 4907376
Grade 5818570
Grade 6878390
Total Students628585594

< = 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 Students628585594
Female302290290
Male326295304
American Indian112
Asian978285
Black595854
Hispanic149141142
Native Hawaiian111
White269251260
Multiple Races525150
Students with Disabilities140122123
Students without Disabilities488463471
Economically Disadvantaged173175174
Not Economically Disadvantaged455410420
English Learners183168169
Not English Learners445417425
Homeless325
Military Connected171319
< = 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 Students571325494750253
Female284182672425429
Male287142822324824
American Indian<<<<<<
Asian905847707
Black720580581
Hispanic113101241711120
Native Hawaiian<<<<<<
White249132401621918
Multiple Races443417436
Students with Disabilities9711100128615
Economically Disadvantaged131141472415321
English Learners168131661715514
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 <
Other Offenses Against Persons <
Property Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.20.2
Asian15.815.41414.3
Black10.4509.4259.914.3
Hispanic20.623.737.524.1
Native Hawaiian0.30.20.2
White45.35042.82542.942.9
Multiple Races7.48.312.58.728.6
< = 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 Indian0.30.20.2
Asian15.815.414
Black10.49.49.9
Hispanic20.623.724.1
Native Hawaiian0.30.20.2
White45.342.842.9
Multiple Races7.48.38.7
< = 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 Indian0.30.20.2
Asian15.815.414
Black10.49.49.9
Hispanic20.623.724.1
Native Hawaiian0.30.20.2
White45.342.842.9
Multiple Races7.48.38.7
< = 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 21.727.928
< = 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 30.428.226.4
< = 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 82.47371.8
< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201715%85%0%0%
2017-201814%86%0%0%
2018-201915%85%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-
AsianNoNo-Yes-
BlackNoYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoNo-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 Students71%76%73%75%
Asian75%76%87%75%
Black56%58%60%75%
Hispanic61%67%63%75%
White76%85%81%75%
Economically Disadvantaged54%58%62%75%
English Learners52%58%53%75%
Students with Disabilities37%48%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 Students77%76%74%70%
Asian88%81%89%70%
Black67%60%60%70%
Hispanic67%62%64%70%
White81%83%81%70%
Economically Disadvantaged61%56%63%70%
English Learners65%60%57%70%
Students with Disabilities49%48%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 Students75%
Asian83%
Black<
Hispanic59%
White82%
Economically Disadvantaged53%
English Learners57%
Students with Disabilities53%

< = 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 Students75%83%
Asian75%91%
Black56%75%
Hispanic69%75%
White80%88%
Economically Disadvantaged62%72%
English Learners59%76%
Students with Disabilities46%66%

< = 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 Students10%8%9%10%
Asian9%7%5%10%
Black2%1%9%10%
Hispanic15%12%9%10%
White8%6%9%10%
Economically Disadvantaged12%12%13%10%
English Learners8%8%8%10%
Students with Disabilities15%12%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 Progress52%46%58%
English Learner Proficiency9%--

< = 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 Progress5811152%
English Learner Proficiency121349%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%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 23%
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%
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