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

Dumfries Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-221-3101
Address: 3990 Cameron St Dumfries, VA 22026
Principal: Ms. Anita Magrath
Superintendent: Dr. Steven L. Walts
School Number: 280
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 54 72 28 13 62 74 26 15 53 68 32
Female 20 59 78 22 15 61 76 24 19 51 69 31
Male 17 49 66 34 10 62 72 28 10 56 66 34
American Indian < < 100 0 < < < < < < 100 0
Asian < < < < < < 100 0 27 55 82 18
Black 15 52 67 33 15 61 76 24 14 54 68 32
Hispanic 21 58 78 22 9 62 71 29 10 55 65 35
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 41 59 41 13 50 63 38 31 31 63 38
Multiple Races 13 50 63 38 7 80 87 13 27 55 82 18
Students with Disabilities 12 31 42 58 3 47 50 50 - 40 40 60
Students without Disabilities 19 56 75 25 14 64 79 21 18 57 75 25
Economically Disadvantaged 16 53 69 31 12 59 70 30 11 51 62 38
Not Economically Disadvantaged 24 57 81 19 17 73 90 10 27 60 87 13
English Learners 21 57 77 23 3 57 60 40 3 51 54 46
Homeless < < 100 0 < < < <
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 16 56 72 28 14 65 80 20 20 45 65 35
Female 17 64 81 19 15 60 75 25 24 43 68 32
Male 15 44 59 41 14 70 84 16 14 46 61 39
Asian < < 100 0 < < 100 0 < < < <
Black 10 63 73 27 23 65 88 12 21 33 54 46
Hispanic 24 55 79 21 7 67 74 26 14 48 62 38
White 15 38 54 46 < < < < < < 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 7 57 64 36 - 25 25 75
Students without Disabilities 18 59 77 23 16 67 83 17 25 49 74 26
Economically Disadvantaged 13 59 71 29 11 65 76 24 14 45 59 41
Not Economically Disadvantaged 24 48 72 28 28 67 94 6 43 43 86 14
English Learners 18 61 79 21 6 68 74 26 4 60 64 36
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 14 51 65 35 14 64 79 21 11 61 71 29
Female 18 54 72 28 17 64 81 19 17 50 67 33
Male 10 49 59 41 11 64 75 25 5 70 75 25
Asian < < 100 0 < < 100 0 < < < <
Black 10 42 52 48 13 74 87 13 15 63 78 22
Hispanic 18 55 73 28 15 58 73 27 8 55 63 37
Native Hawaiian < < 100 0 < < 100 0
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 8 33 42 58 - 45 45 55 - 50 50 50
Students without Disabilities 14 54 68 32 17 68 85 15 14 64 78 22
Economically Disadvantaged 12 46 58 42 17 60 78 22 4 59 63 37
Not Economically Disadvantaged 19 67 86 14 - 83 83 17 27 64 91 9
English Learners 18 55 73 27 - 63 63 38 4 48 52 48
Homeless < < 100 0
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 54 79 21 9 55 65 35 14 54 68 32
Female 24 57 81 19 14 59 73 27 16 58 73 27
Male 25 52 77 23 6 52 58 42 12 48 61 39
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 24 52 76 24 10 48 58 42 7 64 71 29
Hispanic 21 62 83 17 7 60 67 33 9 61 70 30
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 38 38 62 - 38 38 62
Students without Disabilities 24 56 80 20 11 58 69 31 17 57 74 26
Economically Disadvantaged 23 53 77 23 7 51 58 42 15 50 65 35
Not Economically Disadvantaged 29 59 88 12 17 72 89 11 13 69 81 19
English Learners 26 56 82 18 - 35 35 65 - 36 36 64
Homeless < < 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 16 54 70 30 15 54 69 31 16 61 77 23
Female 13 54 67 33 13 56 69 31 14 62 75 25
Male 18 53 72 28 17 52 69 31 18 60 78 22
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < < < 36 55 91 9
Black 15 50 65 35 9 56 64 36 13 59 72 28
Hispanic 16 63 79 21 17 56 73 27 15 63 78 22
Native Hawaiian < < 100 0 < < < < < < < <
White 8 38 46 54 19 50 69 31 19 56 75 25
Multiple Races 19 38 56 44 13 47 60 40 18 73 91 9
Students with Disabilities - 38 38 62 3 29 32 68 - 44 44 56
Students without Disabilities 18 55 73 27 17 59 76 24 19 65 85 15
Economically Disadvantaged 13 53 65 35 13 53 65 35 13 61 74 26
Not Economically Disadvantaged 25 57 83 17 23 60 83 17 25 62 87 13
English Learners 14 64 77 23 13 49 63 37 5 68 73 27
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
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 14 52 65 35 11 55 65 35 12 66 78 22
Female 11 50 61 39 10 53 63 38 14 59 73 27
Male 17 54 71 29 11 57 68 32 11 75 86 14
Asian < < 100 0 < < < < < < 100 0
Black 3 60 63 37 15 58 73 27 13 50 63 38
Hispanic 24 59 83 17 7 55 62 38 7 76 83 17
White 15 23 38 62 < < < < < < 100 0
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < - 29 29 71 - 42 42 58
Students without Disabilities 15 53 68 32 13 60 73 27 15 72 87 13
Economically Disadvantaged 13 50 63 38 8 55 62 38 10 67 76 24
Not Economically Disadvantaged 16 56 72 28 22 56 78 22 21 64 86 14
English Learners 18 57 75 25 13 45 58 42 4 84 88 12
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 11 51 62 38 21 55 76 24 17 54 71 29
Female 11 47 58 42 14 62 76 24 11 61 72 28
Male 12 53 65 35 31 45 76 24 23 48 70 30
Asian < < 100 0 < < 100 0 < < < <
Black 3 45 48 52 4 63 67 33 15 56 70 30
Hispanic 13 63 75 25 33 48 82 18 18 53 71 29
Native Hawaiian < < 100 0 < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 25 25 75 9 45 55 45 - 33 33 67
Students without Disabilities 13 55 68 32 23 57 80 20 22 60 83 17
Economically Disadvantaged 8 47 55 45 22 53 75 25 11 54 65 35
Not Economically Disadvantaged 24 62 86 14 17 67 83 17 32 55 86 14
English Learners 9 68 77 23 21 50 71 29 9 52 61 39
Homeless < < 100 0
Military Connected < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 58 81 19 13 53 66 34 17 64 81 19
Female 19 64 83 17 14 54 68 32 16 64 80 20
Male 26 53 79 21 13 52 65 35 18 64 82 18
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 36 45 82 18 6 48 55 45 11 71 82 18
Hispanic 15 66 80 20 14 62 76 24 18 64 82 18
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 15 15 85 - 62 62 38
Students without Disabilities 24 58 82 18 15 60 75 25 20 65 85 15
Economically Disadvantaged 18 60 78 22 9 51 60 40 16 63 79 21
Not Economically Disadvantaged 41 53 94 6 28 61 89 11 19 69 88 13
English Learners 16 63 79 21 5 55 60 40 - 64 64 36
Homeless < < 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
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 11 64 75 25 7 60 67 33 17 55 71 29
Female 7 64 71 29 8 57 65 35 16 58 73 27
Male 15 64 79 21 6 63 69 31 19 50 69 31
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 18 52 70 30 10 48 58 42 11 64 75 25
Hispanic 7 73 80 20 2 69 71 29 24 45 70 30
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 23 23 77 - 33 33 67
Students without Disabilities 12 66 78 22 8 67 75 25 20 58 78 22
Economically Disadvantaged 8 64 72 28 4 58 63 37 15 52 67 33
Not Economically Disadvantaged 24 65 88 12 17 67 83 17 25 63 88 13
English Learners 8 71 79 21 - 50 50 50 - 45 45 55
Homeless < < < < < < < <
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 11 64 75 25 7 60 67 33 17 55 71 29
Female 7 64 71 29 8 57 65 35 16 58 73 27
Male 15 64 79 21 6 63 69 31 19 50 69 31
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 18 52 70 30 10 48 58 42 11 64 75 25
Hispanic 7 73 80 20 2 69 71 29 24 45 70 30
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 23 23 77 - 33 33 67
Students without Disabilities 12 66 78 22 8 67 75 25 20 58 78 22
Economically Disadvantaged 8 64 72 28 4 58 63 37 15 52 67 33
Not Economically Disadvantaged 24 65 88 12 17 67 83 17 25 63 88 13
English Learners 8 71 79 21 - 50 50 50 - 45 45 55
Homeless < < < < < < < <
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 22 48 70 30 37 49 86 14 21 52 73 27
Female 24 45 70 30 31 56 86 14 28 45 72 28
Male 21 50 71 29 44 41 85 15 15 58 73 27
Asian < < 100 0 < < 100 0 < < < <
Black 17 38 55 45 26 57 83 17 22 48 70 30
Hispanic 26 61 87 13 46 46 92 8 16 64 80 20
Native Hawaiian < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 20 20 80 < < < < 9 18 27 73
Students without Disabilities 26 53 79 21 40 53 93 7 24 59 82 18
Economically Disadvantaged 16 47 63 37 37 47 84 16 5 61 66 34
Not Economically Disadvantaged 39 50 89 11 33 58 92 8 52 33 86 14
English Learners 35 57 91 9 25 63 88 13 < < 100 0
Homeless < < 100 0
Military Connected < < < <
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 22 48 70 30 37 49 86 14 21 52 73 27
Female 24 45 70 30 31 56 86 14 28 45 72 28
Male 21 50 71 29 44 41 85 15 15 58 73 27
Asian < < 100 0 < < 100 0 < < < <
Black 17 38 55 45 26 57 83 17 22 48 70 30
Hispanic 26 61 87 13 46 46 92 8 16 64 80 20
Native Hawaiian < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 20 20 80 < < < < 9 18 27 73
Students without Disabilities 26 53 79 21 40 53 93 7 24 59 82 18
Economically Disadvantaged 16 47 63 37 37 47 84 16 5 61 66 34
Not Economically Disadvantaged 39 50 89 11 33 58 92 8 52 33 86 14
English Learners 35 57 91 9 25 63 88 13 < < 100 0
Homeless < < 100 0
Military Connected < < < <
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
School515
Division544285416
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-kindergarten333129
Kindergarten686879
Grade 1735980
Grade 2687667
Grade 3846172
Grade 4697972
Grade 5797774
Total Students474451473

< = 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 Students474451473
Female239247236
Male235204237
American Indian211
Asian242227
Black167153146
Hispanic217216243
Native Hawaiian111
White363125
Multiple Races272730
Students with Disabilities586262
Students without Disabilities416389411
Economically Disadvantaged375340352
Not Economically Disadvantaged99111121
English Learners188182192
Not English Learners286269281
Military Connected10714
< = 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 Students452713944238651
Female224402092020924
Male228311852217727
American Indian<<<<<<
Asian134202183
Black160231341613216
Hispanic205271891818919
Native Hawaiian<<<<<<
White4410264218
Multiple Races275222245
Students with Disabilities357365429
Economically Disadvantaged337583193730942
English Learners189241761617613
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 13
Other Offenses Against Persons <
Offenses Against Student 12

< = 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 Indian0.40.40.2
Asian3.75.14.9
Black35.97035.258.833.947.4
Hispanic441045.817.647.942.1
Native Hawaiian0.60.20.2
White9.8207.617.66.95.3
Multiple Races5.75.75.965.3
< = 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 Indian0.40.40.2
Asian3.75.14.9
Black35.935.233.9
Hispanic4445.847.9
Native Hawaiian0.60.20.2
White9.87.66.9
Multiple Races5.75.76
< = 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 Indian0.40.40.2
Asian3.75.14.9
Black35.935.233.9
Hispanic4445.847.9
Native Hawaiian0.60.20.2
White9.87.66.9
Multiple Races5.75.76
< = 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 77.178.877.3
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 767073.6
< = 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 89.485.688.6
< = 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: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201824%76%0%0%
2018-201937%59%0%4%
2019-202040%56%0%4%
< = 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​​​
Dumfries Elementary to top