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Elmont Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-365-8100
Address: 12007 Cedar Lane Ashland, VA 23005
Principal: Amanda Sanders
Superintendent: Dr. Michael B. Gill
School Number: 430
Region: 1
Division: Hanover County Public Schools
Division Number: 42
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 54 78 22 25 48 73 27 18 55 73 27
Female 32 46 78 22 28 49 76 24 15 54 69 31
Male 17 62 78 22 21 48 69 31 22 56 78 22
American Indian < < 100 0 < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 16 48 65 35 7 55 62 38 14 48 62 38
Hispanic 12 62 73 27 11 45 55 45 4 46 50 50
White 30 51 81 19 33 45 78 22 24 56 79 21
Multiple Races 9 73 82 18 18 82 100 0 < < < <
Students with Disabilities 10 20 30 70 3 26 29 71 15 26 41 59
Students without Disabilities 27 59 86 14 28 52 81 19 19 60 79 21
Economically Disadvantaged 11 49 61 39 10 45 54 46 9 50 59 41
Not Economically Disadvantaged 31 56 87 13 36 51 87 13 25 58 83 17
English Learners 5 75 80 20 6 31 38 63 7 14 21 79
Homeless < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < 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 19 56 75 25 15 51 66 34 19 53 71 29
Female 24 49 73 27 16 61 77 23 12 60 72 28
Male 13 65 77 23 13 37 50 50 24 47 71 29
Asian < < 100 0
Black 15 38 54 46 < < < < < < < <
Hispanic < < < < - 43 43 57 < < < <
White 18 66 84 16 23 49 72 28 24 50 74 26
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < - 42 42 58 20 20 40 60
Students without Disabilities 22 60 82 18 18 53 71 29 18 59 78 22
Economically Disadvantaged 5 52 57 43 9 40 49 51 11 39 50 50
Not Economically Disadvantaged 26 57 83 17 21 62 82 18 22 59 80 20
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 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 31 45 76 24 25 55 80 20 14 58 71 29
Female 36 41 77 23 34 41 76 24 16 49 64 36
Male 25 50 75 25 15 69 85 15 11 71 82 18
American Indian < < 100 0 < < < <
Black < < < < 15 54 69 31 < < < <
Hispanic 8 58 67 33 10 60 70 30 - 54 54 46
White 45 37 82 18 30 53 83 17 20 59 78 22
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 17 17 83 8 23 31 69 15 38 54 46
Students without Disabilities 37 51 87 13 28 61 90 10 13 62 75 25
Economically Disadvantaged 14 43 57 43 9 55 64 36 10 55 65 35
Not Economically Disadvantaged 40 47 87 13 36 55 91 9 18 61 79 21
English Learners 8 75 83 17 < < < < < < < <
Homeless < < 100 0
Military Connected < < < <
Foster Care < < < < < < 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 23 61 83 17 34 38 72 28 23 54 76 24
Female 35 48 84 16 34 42 76 24 16 55 71 29
Male 11 71 83 17 33 33 67 33 30 52 82 18
Black 27 64 91 9 < < < < 18 45 64 36
Hispanic < < 100 0 21 36 57 43 10 30 40 60
White 26 52 78 22 45 32 77 23 27 58 85 15
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 30 20 50 50 - 10 10 90 9 18 27 73
Students without Disabilities 21 68 89 11 39 42 81 19 25 60 85 15
Economically Disadvantaged 14 55 68 32 12 39 52 48 4 50 54 46
Not Economically Disadvantaged 27 64 91 9 51 37 88 12 32 55 87 13
English Learners < < 100 0 < < < < < < < <
Homeless < < < <
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 33 50 82 18 25 51 76 24 26 59 85 15
Female 32 48 79 21 25 51 76 24 25 58 83 17
Male 34 51 85 15 25 51 76 24 26 60 86 14
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 23 48 71 29 10 41 52 48 17 52 69 31
Hispanic 27 46 73 27 13 66 79 21 - 86 86 14
White 37 49 86 14 32 48 80 20 33 54 87 13
Multiple Races 27 64 91 9 18 64 82 18 < < 100 0
Students with Disabilities 10 27 37 63 6 20 26 74 12 41 53 47
Students without Disabilities 37 53 90 10 28 57 85 15 28 63 91 9
Economically Disadvantaged 11 54 65 35 10 54 64 36 9 68 77 23
Not Economically Disadvantaged 44 47 91 9 37 49 86 14 37 53 90 10
English Learners 19 57 76 24 6 50 56 44 - 79 79 21
Homeless < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 51 79 21 15 55 70 30 27 61 88 12
Female 30 43 73 27 14 57 70 30 20 72 92 8
Male 26 61 87 13 17 53 70 30 32 53 85 15
Asian < < 100 0
Black 15 54 69 31 < < < < < < < <
Hispanic < < < < - 79 79 21 < < < <
White 32 52 84 16 21 57 79 21 36 55 90 10
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < - 17 17 83 20 40 60 40
Students without Disabilities 32 55 87 13 18 63 81 19 29 65 94 6
Economically Disadvantaged 5 57 62 38 6 57 63 37 6 78 83 17
Not Economically Disadvantaged 38 49 87 13 23 54 77 23 37 54 90 10
English Learners < < < < < < < < < < 100 0
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 30 50 80 20 25 54 79 21 27 58 85 15
Female 28 51 79 21 24 51 76 24 29 53 82 18
Male 32 49 81 19 26 56 82 18 25 64 89 11
American Indian < < 100 0 < < 100 0
Black < < < < 23 46 69 31 < < < <
Hispanic 25 42 67 33 20 50 70 30 - 92 92 8
White 40 46 86 14 26 55 81 19 35 52 87 13
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 25 25 75 15 31 46 54 15 46 62 38
Students without Disabilities 36 55 91 9 27 58 85 15 30 60 90 10
Economically Disadvantaged 14 52 66 34 12 52 64 36 15 65 80 20
Not Economically Disadvantaged 40 49 89 11 34 55 89 11 42 48 91 9
English Learners 31 46 77 23 < < < < < < < <
Homeless < < 100 0
Military Connected < < < <
Foster Care < < < < < < 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 32 52 84 16 18 55 73 27 15 64 79 21
Female 35 50 85 15 27 53 80 20 15 61 76 24
Male 29 54 83 17 8 58 65 35 14 68 82 18
Black 40 40 80 20 < < < < < < < <
Hispanic < < 100 0 21 64 86 14 - 80 80 20
White 26 55 81 19 24 45 69 31 22 59 80 20
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < - 10 10 90 - 36 36 64
Students without Disabilities 34 56 90 10 22 65 87 13 18 70 88 12
Economically Disadvantaged 10 57 67 33 12 55 67 33 - 67 67 33
Not Economically Disadvantaged 48 48 97 3 26 57 83 17 24 62 86 14
English Learners < < 100 0 < < < < < < < <
Homeless < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 69 31 100 0 89 11 100 0 70 30 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male 73 27 100 0 90 10 100 0 < < 100 0
Black < < 100 0 < < 100 0
White 67 33 100 0 89 11 100 0 < < 100 0
Multiple Races < < 100 0
Students without Disabilities 67 33 100 0 89 11 100 0 70 30 100 0
Not Economically Disadvantaged 67 33 100 0 89 11 100 0 70 30 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 49 69 31 22 55 77 23 6 55 61 39
Female 16 52 68 32 16 61 76 24 3 53 55 45
Male 22 47 69 31 28 50 78 22 9 58 67 33
Black 9 45 55 45 < < < < 9 36 45 55
Hispanic < < < < - 71 71 29 - 20 20 80
White 26 46 72 28 34 49 83 17 6 65 71 29
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 20 20 40 60 - 10 10 90 - 27 27 73
Students without Disabilities 19 54 74 26 25 63 88 13 7 60 67 33
Economically Disadvantaged 4 26 30 70 3 61 64 36 - 42 42 58
Not Economically Disadvantaged 27 61 89 11 37 51 88 12 9 62 70 30
English Learners < < < < < < < < < < < <
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 19 49 69 31 22 55 77 23 6 55 61 39
Female 16 52 68 32 16 61 76 24 3 53 55 45
Male 22 47 69 31 28 50 78 22 9 58 67 33
Black 9 45 55 45 < < < < 9 36 45 55
Hispanic < < < < - 71 71 29 - 20 20 80
White 26 46 72 28 34 49 83 17 6 65 71 29
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 20 20 40 60 - 10 10 90 - 27 27 73
Students without Disabilities 19 54 74 26 25 63 88 13 7 60 67 33
Economically Disadvantaged 4 26 30 70 3 61 64 36 - 42 42 58
Not Economically Disadvantaged 27 61 89 11 37 51 88 12 9 62 70 30
English Learners < < < < < < < < < < < <
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 32 47 80 20 39 44 84 16 24 56 79 21
Female 33 44 77 23 44 32 76 24 22 51 73 27
Male 31 51 83 17 34 58 92 8 26 63 89 11
American Indian < < 100 0 < < < <
Black < < < < 21 57 79 21 < < < <
Hispanic 25 42 67 33 < < < < - 75 75 25
White 42 42 84 16 47 40 87 13 30 59 89 11
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 25 25 75 15 46 62 38 17 33 50 50
Students without Disabilities 39 52 90 10 44 44 88 12 25 60 85 15
Economically Disadvantaged 7 57 64 36 19 53 72 28 13 59 72 28
Not Economically Disadvantaged 48 41 89 11 53 38 91 9 36 52 88 12
English Learners 18 64 82 18 < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < 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 33 48 81 19 38 45 83 17 21 57 79 21
Female 33 44 77 23 43 33 75 25 22 51 73 27
Male 32 53 85 15 32 59 92 8 20 68 88 12
American Indian < < 100 0 < < < <
Black < < < < 21 57 79 21 < < < <
Hispanic 25 42 67 33 < < < < - 75 75 25
White 43 43 86 14 46 40 87 13 29 60 89 11
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 27 27 73 - 55 55 45 - 40 40 60
Students without Disabilities 39 52 90 10 44 44 88 12 25 60 85 15
Economically Disadvantaged 7 59 67 33 13 57 70 30 8 62 70 30
Not Economically Disadvantaged 48 41 89 11 53 38 91 9 36 52 88 12
English Learners 18 64 82 18 < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < 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
School2--
Division1366
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-kindergarten302016
Kindergarten586556
Grade 1636058
Grade 2515960
Grade 3585557
Grade 4755959
Grade 5757559
Total Students410393365

< = 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 Students410393365
Female179175159
Male231218206
American Indian221
Asian578
Black535149
Hispanic696969
White264250222
Multiple Races171416
Students with Disabilities667175
Students without Disabilities344322290
Economically Disadvantaged169186171
Not Economically Disadvantaged241207194
English Learners444648
Not English Learners366347317
Homeless212
Military Connected643
Foster Care221
< = 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 Students371233731836419
Female17814174815912
Male1939199102057
American Indian<<<<<<
Asian<<<<<<
Black502452511
Hispanic513642601
White242152411323614
Multiple Races221170120
Students with Disabilities455507567
Economically Disadvantaged126181491314614
English Learners391511431
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 <
Offenses Against Staff <

< = 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 Indian0.70.70.5
Asian1.211.2
Black14.912.916.712.9
Hispanic13.916.516.8
Native Hawaiian------
White63.580645064.460
Multiple Races5.8204.933.34.140
< = 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 Indian0.70.70.5
Asian1.211.2
Black14.912.912.9
Hispanic13.916.516.8
Native Hawaiian
White63.56464.4
Multiple Races5.84.94.1
< = 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 Indian0.70.70.5
Asian1.211.2
Black14.912.912.9
Hispanic13.916.516.8
Native Hawaiian------
White63.56464.4
Multiple Races5.84.94.1
< = 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 41.342.846.6
< = 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 43.744.446.3
< = 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 74.766.562.6
< = 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)
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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
2017-201827%70%0%3%
2018-201927%69%0%4%
2019-202025%75%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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