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Dr. Charles R. Drew Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-228-5825
Address: 3500 South 23rd Street Arlington, VA 22206-2501
Principal: Kimberley Graves
Superintendent: Francisco Duran
School Number: 200
Region: 4
Division: Arlington County Public Schools
Division Number: 7
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2018 through 2020

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 61 83 17 15 49 64 36 18 53 70 30
Female 23 63 86 14 15 55 70 30 22 51 73 28
Male 21 59 80 20 15 45 59 41 14 54 69 31
American Indian < < 100 0 < < < < < < < <
Asian 27 67 93 7 25 67 92 8 23 54 77 23
Black 9 71 80 20 6 46 51 49 8 47 55 45
Hispanic 17 57 74 26 8 46 54 46 3 57 60 40
White 47 45 91 9 29 57 86 14 36 56 92 8
Multiple Races 10 90 100 0 40 40 80 20 44 38 81 19
Students with Disabilities 25 40 65 35 6 33 39 61 11 39 50 50
Students without Disabilities 21 66 87 13 17 54 71 29 19 56 75 25
Economically Disadvantaged 14 59 73 27 5 45 50 50 4 53 58 42
Not Economically Disadvantaged 32 63 95 5 29 56 85 15 34 52 86 14
English Learners 16 57 73 27 1 33 34 66 1 44 45 55
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 51 80 20 11 44 55 45 17 54 72 28
Female 28 52 80 20 8 50 58 42 21 51 72 28
Male 29 50 79 21 12 40 53 47 13 58 71 29
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 8 67 75 25 - 33 33 67 - 57 57 43
Hispanic 31 47 78 22 9 36 45 55 - 58 58 42
White 50 33 83 17 27 64 91 9 30 63 93 7
Multiple Races < < 100 0 < < < < 50 40 90 10
Students with Disabilities 44 11 56 44 - 44 44 56 < < < <
Students without Disabilities 24 62 86 14 13 44 57 43 18 58 76 24
Economically Disadvantaged 22 50 72 28 5 33 38 62 2 52 55 45
Not Economically Disadvantaged 38 53 91 9 24 69 93 7 30 56 86 14
English Learners 29 46 76 24 3 33 36 64 - 39 39 61
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 80 20 18 49 66 34 12 54 66 34
Female 17 72 89 11 17 54 71 29 11 54 66 34
Male 12 61 73 27 18 44 62 38 12 53 66 34
American Indian < < 100 0
Asian < < < < < < < < < < 100 0
Black - 76 76 24 6 56 61 39 7 40 47 53
Hispanic 7 66 72 28 9 49 57 43 - 61 61 39
White 36 55 91 9 30 50 80 20 33 58 92 8
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 8 58 67 33 11 32 42 58 11 37 47 53
Students without Disabilities 15 67 82 18 20 54 74 26 12 58 70 30
Economically Disadvantaged 4 60 64 36 2 50 52 48 3 51 54 46
Not Economically Disadvantaged 25 73 98 3 36 47 83 17 30 60 90 10
English Learners 11 58 69 31 - 39 39 61 - 50 50 50
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 24 65 89 11 17 56 73 27 25 49 75 25
Female 22 67 89 11 20 63 83 17 32 47 79 21
Male 25 64 89 11 15 51 66 34 19 51 70 30
Asian < < 100 0 < < 100 0 < < 100 0
Black 19 70 89 11 14 55 68 32 23 46 69 31
Hispanic 6 63 69 31 7 53 60 40 9 52 61 39
White 56 44 100 0 30 57 87 13 48 43 91 9
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 17 56 72 28 5 26 32 68 11 50 61 39
Students without Disabilities 26 69 94 6 21 65 86 14 30 49 79 21
Economically Disadvantaged 15 68 83 17 9 58 67 33 8 59 67 33
Not Economically Disadvantaged 35 61 97 3 27 54 81 19 44 39 83 17
English Learners - 76 76 24 - 20 20 80 4 42 46 54
Military Connected < < < < < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 57 77 23 16 45 61 39 14 61 75 25
Female 16 63 79 21 12 44 57 43 13 58 71 29
Male 24 50 75 25 19 46 65 35 16 63 79 21
American Indian < < < < < < < < < < 100 0
Asian 40 60 100 0 33 58 92 8 29 57 86 14
Black 13 58 71 29 3 41 44 56 3 50 53 47
Hispanic 7 61 69 31 8 45 54 46 4 67 72 28
White 42 45 87 13 35 48 83 17 30 62 92 8
Multiple Races 30 70 100 0 40 40 80 20 27 60 87 13
Students with Disabilities 8 40 48 52 4 31 35 65 4 54 59 41
Students without Disabilities 23 61 84 16 19 49 68 32 16 62 79 21
Economically Disadvantaged 9 58 67 33 6 43 49 51 3 63 66 34
Not Economically Disadvantaged 34 55 90 10 31 49 80 20 28 59 86 14
English Learners 8 60 68 32 2 40 42 58 - 64 64 36
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 58 71 29 7 38 45 55 15 63 78 22
Female 7 65 72 28 - 32 32 68 15 55 70 30
Male 21 50 71 29 12 42 54 46 16 71 87 13
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black 8 63 71 29 - 30 30 70 - 43 43 57
Hispanic 3 58 61 39 6 24 30 70 - 79 79 21
White 39 44 83 17 18 64 82 18 30 70 100 0
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 28 28 72 - 44 44 56 < < < <
Students without Disabilities 17 67 83 17 9 37 46 54 16 64 80 20
Economically Disadvantaged 4 56 60 40 5 27 32 68 2 64 67 33
Not Economically Disadvantaged 26 62 88 12 14 62 76 24 26 62 88 12
English Learners 7 54 61 39 3 25 28 72 - 61 61 39
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 54 78 22 21 49 70 30 11 60 71 29
Female 22 58 81 19 14 55 69 31 6 60 66 34
Male 24 51 76 24 28 44 72 28 14 60 74 26
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 13 52 65 35 6 56 61 39 7 50 57 43
Hispanic 7 69 76 24 11 50 61 39 6 61 68 32
White 50 33 83 17 35 50 85 15 25 63 88 13
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 8 42 50 50 5 26 32 68 5 58 63 37
Students without Disabilities 26 56 82 18 26 56 82 18 12 61 73 27
Economically Disadvantaged 9 60 69 31 7 51 58 42 5 57 62 38
Not Economically Disadvantaged 40 48 88 13 39 47 86 14 23 67 90 10
English Learners 6 69 75 25 3 53 56 44 - 70 70 30
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 25 58 82 18 21 50 71 29 17 59 76 24
Female 22 65 86 14 23 46 69 31 16 61 76 24
Male 28 50 78 22 19 53 72 28 19 57 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black 16 60 76 24 5 45 50 50 - 62 62 38
Hispanic 17 56 72 28 7 63 70 30 6 65 71 29
White 33 61 94 6 52 30 83 17 36 50 86 14
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 17 50 67 33 5 26 32 68 - 50 50 50
Students without Disabilities 27 60 87 13 25 57 83 17 23 61 84 16
Economically Disadvantaged 17 57 74 26 7 58 64 36 3 69 72 28
Not Economically Disadvantaged 35 58 94 6 38 41 78 22 33 47 81 19
English Learners 14 55 68 32 - 47 47 53 - 58 58 42
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 56 75 25 11 59 70 30 21 45 67 33
Female 22 54 76 24 9 60 69 31 18 45 63 37
Male 17 58 75 25 13 57 70 30 24 46 70 30
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 52 63 37 - 50 50 50 8 62 69 31
Hispanic 6 59 65 35 10 53 63 37 3 39 42 58
White 33 61 94 6 26 61 87 13 43 48 91 9
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 6 44 50 50 11 21 32 68 11 33 44 56
Students without Disabilities 24 60 84 16 11 70 81 19 25 49 74 26
Economically Disadvantaged 10 55 64 36 4 60 64 36 3 46 49 51
Not Economically Disadvantaged 32 58 90 10 19 57 76 24 42 44 86 14
English Learners 5 55 59 41 - 27 27 73 - 29 29 71
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 19 56 75 25 11 59 70 30 21 45 67 33
Female 22 54 76 24 9 60 69 31 18 45 63 37
Male 17 58 75 25 13 57 70 30 24 46 70 30
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 52 63 37 - 50 50 50 8 62 69 31
Hispanic 6 59 65 35 10 53 63 37 3 39 42 58
White 33 61 94 6 26 61 87 13 43 48 91 9
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 6 44 50 50 11 21 32 68 11 33 44 56
Students without Disabilities 24 60 84 16 11 70 81 19 25 49 74 26
Economically Disadvantaged 10 55 64 36 4 60 64 36 3 46 49 51
Not Economically Disadvantaged 32 58 90 10 19 57 76 24 42 44 86 14
English Learners 5 55 59 41 - 27 27 73 - 29 29 71
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 16 59 75 25 22 60 82 18 18 52 70 30
Female 13 69 81 19 12 69 81 19 15 48 63 37
Male 19 51 70 30 33 50 83 17 20 54 74 26
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black 4 52 57 43 6 56 63 38 7 52 59 41
Hispanic 20 60 80 20 - 90 90 10 - 67 67 33
White 23 64 86 14 33 56 89 11 43 43 87 13
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 15 46 62 38
Students without Disabilities 18 62 80 20 24 64 88 12 18 53 72 28
Economically Disadvantaged 13 55 68 32 12 59 71 29 9 53 63 37
Not Economically Disadvantaged 18 63 82 18 27 61 88 12 30 50 80 20
English Learners 20 45 65 35 < < 100 0 - 90 90 10
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 16 59 75 25 22 59 82 18 18 52 70 30
Female 13 69 81 19 12 69 81 19 15 48 63 37
Male 19 51 70 30 35 48 83 17 20 54 74 26
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black 4 52 57 43 6 56 63 38 7 52 59 41
Hispanic 20 60 80 20 < < < < - 67 67 33
White 23 64 86 14 33 56 89 11 43 43 87 13
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 15 46 62 38
Students without Disabilities 18 62 80 20 24 64 88 12 18 53 72 28
Economically Disadvantaged 13 55 68 32 12 59 71 29 9 53 63 37
Not Economically Disadvantaged 18 63 82 18 28 59 88 13 30 50 80 20
English Learners 20 45 65 35 < < 100 0 - 90 90 10
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
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School312
Division228129169
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten1157647
Kindergarten896759
Grade 11188563
Grade 2946377
Grade 3896061
Grade 4926060
Grade 5765155
Total Students673462422

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students673462422
Female326193185
Male347269237
American Indian522
Asian483340
Black178157136
Hispanic214173163
Native Hawaiian1--
White1787763
Multiple Races492018
Students with Disabilities10311683
Students without Disabilities570346339
Economically Disadvantaged351264195
Not Economically Disadvantaged322198227
English Learners244230184
Not English Learners429232238
Homeless525
Military Connected24105
Foster Care22-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students494445303752434
Female248142501624720
Male246302802127714
American Indian<<<<<<
Asian352371363
Black149131411313710
Hispanic159141801415814
Native Hawaiian----<<
White1271314071525
Multiple Races201281361
Students with Disabilities7013915973
Economically Disadvantaged284252832426523
English Learners194162111419715
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
Other Offenses Against Persons <

< = 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 Indian1.20.90.7
Asian87.37.1
Black29.327.826.4100
Hispanic3031.431.8
Native Hawaiian0.10.10.1
White272626.4
Multiple Races4.46.57.3
< = 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 Indian1.20.90.7
Asian87.37.1
Black29.327.826.4
Hispanic3031.431.8
Native Hawaiian0.10.10.1
White272626.4
Multiple Races4.46.57.3
< = 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 Indian1.20.90.7
Asian87.37.1
Black29.327.826.4
Hispanic3031.431.8
Native Hawaiian0.10.10.1
White272626.4
Multiple Races4.46.57.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 51.647.661.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 53.245.649.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 80.481.483.9
< = 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)
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Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201837%62%0%1%
2018-201937%62%0%1%
2019-202035%65%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

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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