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Edwin W. Chittum Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-465-6300
Address: 2008 Dock Landing Rd Chesapeake, VA 23321
Principal: Mrs. Bridget Outlaw
Superintendent: Dr. Jared A. Cotton
School Number: 640
Region: 2
Division: Chesapeake City Public Schools
Division Number: 136
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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

ACCREDITATION

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

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 59 83 17 24 59 83 17 22 61 82 18
Female 29 60 89 11 31 57 89 11 29 57 86 14
Male 19 58 77 23 19 60 79 21 15 64 79 21
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 23 49 72 28 17 53 70 30 10 64 74 26
Hispanic 30 67 96 4 23 60 83 17 34 41 75 25
Native Hawaiian < < < <
White 24 60 84 16 26 61 87 13 22 63 85 15
Multiple Races 24 56 80 20 21 48 69 31 33 56 89 11
Students with Disabilities 17 38 55 45 16 39 54 46 12 43 56 44
Students without Disabilities 26 66 92 8 28 66 94 6 25 66 91 9
Economically Disadvantaged 22 54 76 24 22 47 69 31 14 50 64 36
Not Economically Disadvantaged 24 60 84 16 25 61 86 14 23 63 86 14
English Learners 27 55 82 18 < < < < < < < <
Military Connected 20 61 81 19 16 69 84 16
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 18 59 77 23 23 59 82 18 19 62 81 19
Female 22 66 88 12 33 57 90 10 25 64 90 10
Male 15 53 68 32 15 61 76 24 13 60 73 27
Asian < < < < < < 100 0 < < 100 0
Black 16 52 68 32 6 56 61 39 12 53 65 35
Hispanic < < 100 0 23 38 62 38 < < < <
White 20 60 80 20 24 65 89 11 16 67 82 18
Multiple Races < < < < < < < < 45 55 100 0
Students with Disabilities 18 30 48 53 12 41 53 47 13 38 50 50
Students without Disabilities 18 72 90 10 26 66 92 8 22 70 91 9
Economically Disadvantaged 14 50 64 36 20 40 60 40 15 40 55 45
Not Economically Disadvantaged 19 60 79 21 23 64 87 13 20 66 86 14
English Learners < < < < < < 100 0 < < < <
Military Connected 22 54 76 24 7 75 82 18
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 26 58 84 16 24 60 84 16 23 64 87 13
Female 33 52 85 15 30 59 89 11 33 57 90 10
Male 21 63 84 16 19 62 81 19 15 69 84 16
Asian < < 100 0 < < 100 0
Black 36 43 79 21 17 59 76 24 15 75 90 10
Hispanic < < 100 0 < < 100 0 23 54 77 23
White 25 59 84 16 26 60 86 14 23 64 87 13
Multiple Races 21 57 79 21 < < < < < < < <
Students with Disabilities 13 44 56 44 20 40 60 40 16 53 69 31
Students without Disabilities 32 63 95 5 25 68 93 7 25 68 93 7
Economically Disadvantaged 32 53 84 16 11 72 83 17 9 48 57 43
Not Economically Disadvantaged 26 59 84 16 26 59 84 16 26 68 94 6
English Learners < < < < < < 100 0
Military Connected 14 71 86 14 17 69 86 14
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 27 60 87 13 27 57 84 16 23 57 80 20
Female 30 62 92 8 31 56 88 13 31 48 79 21
Male 22 59 81 19 23 57 80 20 17 63 80 20
American Indian < < 100 0
Black 25 50 75 25 29 41 71 29 6 63 69 31
Hispanic 35 59 94 6 < < 100 0 36 36 73 27
Native Hawaiian < < < <
White 26 62 89 11 28 59 87 13 28 58 86 14
Multiple Races < < 100 0 15 46 62 38 < < < <
Students with Disabilities 24 43 67 33 15 35 50 50 9 40 49 51
Students without Disabilities 27 64 91 9 32 66 98 2 28 62 90 10
Economically Disadvantaged 19 57 76 24 33 33 67 33 17 61 78 22
Not Economically Disadvantaged 28 61 89 11 26 61 87 13 24 56 80 20
Military Connected 28 56 84 16 21 64 85 15
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 25 60 85 15 26 54 80 20 25 63 88 12
Female 31 60 90 10 29 52 81 19 26 69 95 5
Male 20 60 80 20 23 56 79 21 24 58 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 24 49 72 28 14 57 71 29 11 63 74 26
Hispanic 33 59 93 7 17 63 80 20 22 63 84 16
Native Hawaiian < < < <
White 23 63 86 14 29 53 82 18 28 64 92 8
Multiple Races 32 56 88 12 28 59 86 14 33 63 96 4
Students with Disabilities 14 44 58 42 19 32 51 49 15 46 62 38
Students without Disabilities 29 65 93 7 28 63 91 9 28 69 97 3
Economically Disadvantaged 15 51 66 34 22 42 64 36 18 58 76 24
Not Economically Disadvantaged 27 61 88 12 27 57 83 17 26 64 90 10
English Learners 36 64 100 0 < < 100 0 < < 100 0
Military Connected 27 56 83 17 15 75 90 10
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 67 81 19 27 51 78 22 37 52 89 11
Female 20 69 90 10 26 48 74 26 29 66 96 4
Male 10 64 74 26 28 53 81 19 45 37 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 58 68 32 11 44 56 44 24 47 71 29
Hispanic < < < < 15 54 69 31 < < < <
White 18 67 85 15 30 52 83 17 39 53 92 8
Multiple Races < < < < < < < < 55 45 100 0
Students with Disabilities 10 40 50 50 12 38 50 50 22 41 63 38
Students without Disabilities 16 78 95 5 32 56 88 12 42 55 97 3
Economically Disadvantaged - 71 71 29 24 36 60 40 40 30 70 30
Not Economically Disadvantaged 16 66 82 18 28 55 82 18 37 56 92 8
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 24 56 80 20 18 68 86 14
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 36 52 88 12 30 60 90 10 25 66 92 8
Female 43 46 90 10 33 59 92 8 29 69 98 2
Male 29 57 86 14 27 60 88 12 22 65 87 13
Asian < < 100 0 < < 100 0
Black 36 43 79 21 10 73 83 17 15 65 80 20
Hispanic < < 100 0 < < 100 0 23 69 92 8
White 34 54 88 12 34 56 91 9 26 68 94 6
Multiple Races 43 43 86 14 < < < < < < 100 0
Students with Disabilities 13 58 71 29 31 31 63 37 19 59 78 22
Students without Disabilities 45 50 94 6 29 70 99 1 28 69 97 3
Economically Disadvantaged 26 42 68 32 17 67 83 17 9 70 78 22
Not Economically Disadvantaged 38 53 91 9 32 59 91 9 29 66 95 5
English Learners < < 100 0 < < 100 0
Military Connected 33 55 88 12 10 86 97 3
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 24 61 86 14 21 52 73 27 12 72 84 16
Female 27 64 91 9 28 50 78 22 19 73 92 8
Male 21 59 79 21 14 54 69 31 7 71 78 22
American Indian < < 100 0
Black 35 39 74 26 24 41 65 35 3 69 71 29
Hispanic 41 53 94 6 < < < < 18 64 82 18
Native Hawaiian < < < <
White 16 70 86 14 23 50 73 27 16 74 90 10
Multiple Races < < 100 0 15 69 85 15 < < < <
Students with Disabilities 25 25 50 50 15 28 43 58 6 40 46 54
Students without Disabilities 24 68 92 8 23 63 86 14 15 83 97 3
Economically Disadvantaged 15 45 60 40 24 29 52 48 9 70 78 22
Not Economically Disadvantaged 26 64 90 10 20 57 77 23 13 72 85 15
Military Connected 20 60 80 20 15 72 87 13
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 55 86 14 21 62 83 17 20 66 86 14
Female 35 53 88 12 20 63 83 17 27 61 89 11
Male 26 57 83 17 21 61 83 17 14 70 84 16
American Indian < < 100 0
Black 33 42 75 25 35 29 65 35 6 74 80 20
Hispanic 35 53 88 12 < < 100 0 18 73 91 9
Native Hawaiian < < 100 0
White 29 58 87 13 20 62 83 17 26 64 90 10
Multiple Races < < 100 0 15 77 92 8 < < < <
Students with Disabilities 19 43 62 38 15 48 63 38 11 49 60 40
Students without Disabilities 33 57 90 10 23 68 91 9 23 72 95 5
Economically Disadvantaged 20 50 70 30 24 43 67 33 13 61 74 26
Not Economically Disadvantaged 33 56 88 12 20 65 86 14 22 67 89 11
Military Connected 12 84 96 4 18 72 90 10
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 31 55 86 14 21 62 83 17 20 66 86 14
Female 35 53 88 12 20 63 83 17 27 61 89 11
Male 26 57 83 17 21 61 83 17 14 70 84 16
American Indian < < 100 0
Black 33 42 75 25 35 29 65 35 6 74 80 20
Hispanic 35 53 88 12 < < 100 0 18 73 91 9
Native Hawaiian < < 100 0
White 29 58 87 13 20 62 83 17 26 64 90 10
Multiple Races < < 100 0 15 77 92 8 < < < <
Students with Disabilities 19 43 62 38 15 48 63 38 11 49 60 40
Students without Disabilities 33 57 90 10 23 68 91 9 23 72 95 5
Economically Disadvantaged 20 50 70 30 24 43 67 33 13 61 74 26
Not Economically Disadvantaged 33 56 88 12 20 65 86 14 22 67 89 11
Military Connected 12 84 96 4 18 72 90 10
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 60 36 96 4 50 42 92 8 48 43 91 9
Female 63 32 95 5 44 45 89 11 52 44 95 5
Male 56 42 98 2 56 38 94 6 45 43 88 12
American Indian < < 100 0
Black 50 42 92 8 47 47 94 6 29 57 86 14
Hispanic 59 41 100 0 < < 100 0 36 55 91 9
White 60 36 96 4 50 39 89 11 58 36 94 6
Multiple Races < < 100 0 46 54 100 0 < < < <
Students with Disabilities 24 62 86 14 28 49 77 23 9 63 71 29
Students without Disabilities 67 32 98 2 59 38 98 2 61 37 98 2
Economically Disadvantaged 25 65 90 10 45 40 85 15 22 61 83 17
Not Economically Disadvantaged 66 31 97 3 51 42 93 7 53 40 93 7
Military Connected 48 48 96 4 49 49 97 3
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 60 36 96 4 48 43 91 9 51 40 91 9
Female 62 33 95 5 40 48 88 12 54 41 95 5
Male 58 40 98 2 55 39 94 6 48 39 87 13
American Indian < < 100 0
Black 47 42 89 11 31 62 92 8 31 53 84 16
Hispanic 59 41 100 0 < < 100 0 40 50 90 10
White 61 36 96 4 49 39 89 11 61 33 93 7
Multiple Races < < 100 0 46 54 100 0 < < < <
Students with Disabilities 13 67 80 20 18 56 74 26 11 52 63 37
Students without Disabilities 67 32 98 2 59 38 98 2 61 37 98 2
Economically Disadvantaged 19 69 88 13 27 53 80 20 26 53 79 21
Not Economically Disadvantaged 66 31 97 3 51 42 93 7 55 38 93 7
Military Connected 48 48 96 4 50 47 97 3
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
School---
Division273254
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten181911
Kindergarten9411680
Grade 1131112124
Grade 2122141119
Grade 3134128124
Grade 4118137134
Grade 5143127131
Total Students760780723

< = 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 Students760780723
Female355363336
Male405417387
American Indian322
Asian131610
Black1079887
Hispanic617670
Native Hawaiian311
White518524486
Multiple Races556367
Students with Disabilities169169151
Students without Disabilities591611572
Economically Disadvantaged124167118
Not Economically Disadvantaged636613605
English Learners6136
Not English Learners754767717
Military Connected205214205
Foster Care234
< = 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 Students724467164070046
Female355243361833019
Male369223802237027
American Indian<<<<<<
Asian152151112
Black97610281053
Hispanic443548575
Native Hawaiian----<<
White517334882347431
Multiple Races482540484
Students with Disabilities157181741915426
Economically Disadvantaged119121042411123
English Learners18012182
Homeless--<<--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
All Other Offenses <
Weapons 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 Indian0.40.40.4
Asian2.221.7
Black13.436.413.929.414.142.1
Hispanic5.99.17.323.5815.8
Native Hawaiian----0.4
White71.554.568.941.268.242.1
Multiple Races6.77.55.97.2
< = 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 Indian0.40.40.4
Asian2.221.7
Black13.413.914.1
Hispanic5.97.38
Native Hawaiian0.4
White71.568.968.2
Multiple Races6.77.57.2
< = 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 Indian0.40.40.4
Asian2.221.7
Black13.413.914.1
Hispanic5.97.38
Native Hawaiian----0.4
White71.568.968.2
Multiple Races6.77.57.2
< = 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 18.62025.9
< = 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 29.427.924.4
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 47.447.540.9
< = 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
2017-201842%50%0%8%
2018-201946%48%0%6%
2019-202050%48%0%2%
< = 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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