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Evergreen Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-378-2400
Address: 1701 Evergreen East Pkwy. Midlothian, VA 23114
Principal: Matthew Maher
Superintendent: Dr. Mervin B Daugherty
School Number: 300
Region: 1
Division: Chesterfield County Public Schools
Division Number: 21
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 58 82 18 17 62 79 21 18 60 78 22
Female 31 53 83 17 22 60 82 18 22 58 80 20
Male 18 62 80 20 13 63 76 24 13 62 75 25
Asian 29 50 79 21 15 74 88 12 21 69 90 10
Black 8 59 68 32 7 54 61 39 8 47 55 45
Hispanic 19 58 77 23 7 67 73 27 5 72 77 23
Native Hawaiian < < < < < < < < < < < <
White 27 59 86 14 21 63 84 16 21 62 83 17
Multiple Races 22 47 69 31 21 47 68 32 22 43 65 35
Students with Disabilities 21 37 58 42 12 35 46 54 7 36 43 57
Students without Disabilities 24 61 85 15 18 66 84 16 19 64 83 17
Economically Disadvantaged 14 55 69 31 12 55 68 32 9 61 70 30
Not Economically Disadvantaged 27 58 85 15 19 64 83 17 21 60 81 19
English Learners 13 59 72 28 9 45 55 45 20 60 80 20
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 23 58 82 18 13 56 69 31 18 58 76 24
Female 29 50 79 21 18 56 74 26 22 59 81 19
Male 18 66 84 16 7 57 64 36 14 57 71 29
Asian < < < < 8 75 83 17 27 55 82 18
Black 10 62 71 29 - 43 43 57 9 50 59 41
Hispanic < < < < - 45 45 55 6 71 76 24
White 27 57 84 16 18 60 78 22 21 59 79 21
Multiple Races < < < < < < < < 23 46 69 31
Students with Disabilities 28 39 67 33 4 17 21 79 - 35 35 65
Students without Disabilities 23 61 83 17 14 63 77 23 21 62 83 17
Economically Disadvantaged 16 54 70 30 8 47 55 45 7 67 74 26
Not Economically Disadvantaged 25 60 85 15 14 59 73 27 22 54 77 23
English Learners 15 54 69 31 < < 100 0 < < < <
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 21 58 79 21 20 64 84 16 16 65 81 19
Female 28 60 88 12 25 61 86 14 22 62 84 16
Male 15 56 71 29 15 68 83 18 9 68 77 23
Asian 21 50 71 29 < < 100 0 25 67 92 8
Black 4 57 61 39 8 63 71 29 - 54 54 46
Hispanic 20 60 80 20 < < < < - 77 77 23
Native Hawaiian < < < < < < < <
White 25 61 86 14 22 65 87 13 21 68 89 11
Multiple Races 27 36 64 36 < < < < < < < <
Students with Disabilities 10 40 50 50 24 59 82 18 8 36 44 56
Students without Disabilities 24 62 86 14 19 65 84 16 17 70 87 13
Economically Disadvantaged 11 57 68 32 19 58 77 23 7 61 68 32
Not Economically Disadvantaged 24 58 83 17 20 67 87 13 19 66 85 15
English Learners 9 64 73 27 < < < < < < 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 27 57 84 16 20 64 84 16 19 58 77 23
Female 33 50 83 17 24 64 88 13 22 52 75 25
Male 20 65 85 15 17 64 81 19 17 62 79 21
Asian < < 100 0 20 67 87 13 < < 100 0
Black 11 59 70 30 14 57 71 29 14 39 54 46
Hispanic 23 54 77 23 - 92 92 8 < < < <
White 30 58 88 12 24 63 88 13 22 60 82 18
Multiple Races 29 43 71 29 < < < < < < < <
Students with Disabilities 30 30 61 39 11 36 46 54 17 39 56 44
Students without Disabilities 26 60 87 13 22 70 92 8 20 60 80 20
Economically Disadvantaged 15 54 68 32 10 59 69 31 13 53 67 33
Not Economically Disadvantaged 30 58 88 12 24 66 90 10 22 59 81 19
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 13 66 79 21 14 59 72 28 15 65 80 20
Female 12 66 77 23 12 61 73 27 17 65 81 19
Male 15 66 81 19 15 56 71 29 14 64 78 22
Asian 8 72 80 20 15 68 82 18 17 72 90 10
Black 6 62 68 32 2 40 42 58 3 56 58 42
Hispanic 13 58 71 29 7 60 67 33 8 69 77 23
Native Hawaiian < < < < < < < < < < < <
White 15 68 84 16 18 63 80 20 19 66 85 15
Multiple Races 12 55 67 33 5 58 63 37 13 52 65 35
Students with Disabilities 20 32 52 48 10 28 38 62 9 38 47 53
Students without Disabilities 12 71 83 17 14 63 78 22 16 69 85 15
Economically Disadvantaged 4 63 67 33 13 40 53 47 10 55 65 35
Not Economically Disadvantaged 16 67 83 17 14 65 79 21 17 68 85 15
English Learners 3 73 76 24 9 55 64 36 30 50 80 20
Military Connected < < 100 0 < < 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 13 59 72 28 12 54 66 34 17 66 82 18
Female 10 56 66 34 15 55 70 30 16 66 82 18
Male 16 61 78 22 10 52 62 38 17 66 82 18
Asian < < < < 33 42 75 25 27 64 91 9
Black 10 52 62 38 - 27 27 73 - 64 64 36
Hispanic < < < < - 55 55 45 12 65 76 24
White 15 59 74 26 14 63 78 22 20 67 87 13
Multiple Races < < < < < < < < 15 62 77 23
Students with Disabilities 22 39 61 39 4 26 30 70 - 46 46 54
Students without Disabilities 12 61 73 27 14 58 72 28 19 69 89 11
Economically Disadvantaged 8 51 59 41 8 39 47 53 15 54 70 30
Not Economically Disadvantaged 15 61 76 24 14 58 71 29 17 70 87 13
English Learners 8 54 62 38 < < < < < < < <
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 19 61 80 20 25 54 78 22 21 61 82 18
Female 19 59 78 22 21 58 79 21 22 61 83 17
Male 19 62 82 18 28 49 77 23 19 62 80 20
Asian 13 67 80 20 < < < < 17 67 83 17
Black 4 61 65 35 9 52 61 39 4 48 52 48
Hispanic 20 50 70 30 < < < < - 77 77 23
Native Hawaiian < < < < < < < <
White 24 63 87 13 29 51 81 19 28 64 92 8
Multiple Races 17 50 67 33 < < < < < < < <
Students with Disabilities 17 30 47 53 24 35 59 41 13 25 38 63
Students without Disabilities 20 67 87 13 25 56 81 19 22 67 89 11
Economically Disadvantaged 3 70 73 27 29 43 71 29 7 53 60 40
Not Economically Disadvantaged 24 58 82 18 23 58 81 19 25 64 89 11
English Learners - 83 83 17 < < < < < < 100 0
Military Connected < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 64 72 28 5 51 56 44 4 50 54 46
Female 8 65 73 27 2 56 58 42 6 56 62 38
Male 8 63 71 29 8 46 54 46 2 45 48 52
Asian < < < < < < 100 0
Black 5 62 67 33 - 33 33 67 5 45 50 50
Hispanic < < < < < < < < < < < <
White 10 67 77 23 9 60 70 30 2 53 55 45
Multiple Races 8 58 67 33 < < < < < < < <
Students with Disabilities 24 24 48 52 8 21 29 71 19 38 56 44
Students without Disabilities 4 74 78 22 4 61 65 35 - 53 53 47
Economically Disadvantaged 4 52 56 44 3 28 31 69 7 38 45 55
Not Economically Disadvantaged 9 68 77 23 7 66 73 27 2 57 59 41
English Learners < < < < < < < < < < < <
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 8 91 99 1 6 90 96 4 11 85 96 4
Female 6 92 98 2 - 94 94 6 12 82 94 6
Male 10 90 100 0 10 88 98 3 10 88 98 3
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 8 91 99 1 8 88 96 4 14 81 95 5
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 8 91 99 1 6 93 99 1 11 85 96 4
Economically Disadvantaged - 93 93 7 10 80 90 10 6 94 100 0
Not Economically Disadvantaged 9 91 100 0 5 92 97 3 12 82 95 5
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 22 65 87 13 15 64 78 22 15 62 77 23
Female 18 67 85 15 14 66 80 20 12 61 73 27
Male 26 63 89 11 16 61 77 23 17 63 80 20
Asian < < 100 0 20 60 80 20 < < 100 0
Black 11 67 78 22 - 57 57 43 7 57 64 36
Hispanic 8 77 85 15 - 67 67 33 < < < <
White 26 64 91 9 20 66 87 13 18 62 80 20
Multiple Races 21 50 71 29 < < < < < < < <
Students with Disabilities 35 30 65 35 4 36 39 61 22 22 44 56
Students without Disabilities 20 70 90 10 17 69 86 14 14 68 81 19
Economically Disadvantaged 5 73 78 22 6 53 59 41 13 53 67 33
Not Economically Disadvantaged 27 63 90 10 18 68 86 14 15 66 81 19
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 65 87 13 15 64 78 22 15 62 77 23
Female 18 67 85 15 14 66 80 20 12 61 73 27
Male 26 63 89 11 16 61 77 23 17 63 80 20
Asian < < 100 0 20 60 80 20 < < 100 0
Black 11 67 78 22 - 57 57 43 7 57 64 36
Hispanic 8 77 85 15 - 67 67 33 < < < <
White 26 64 91 9 20 66 87 13 18 62 80 20
Multiple Races 21 50 71 29 < < < < < < < <
Students with Disabilities 35 30 65 35 4 36 39 61 22 22 44 56
Students without Disabilities 20 70 90 10 17 69 86 14 14 68 81 19
Economically Disadvantaged 5 73 78 22 6 53 59 41 13 53 67 33
Not Economically Disadvantaged 27 63 90 10 18 68 86 14 15 66 81 19
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 48 87 13 40 46 86 14 27 55 82 18
Female 39 51 90 10 34 51 85 15 25 60 85 15
Male 38 46 85 15 45 41 87 13 28 49 78 22
Asian 43 43 86 14 < < 100 0 42 50 92 8
Black 25 38 63 38 21 54 75 25 18 39 57 43
Hispanic 10 80 90 10 < < < < 8 75 83 17
Native Hawaiian < < < < < < < <
White 46 49 94 6 47 40 87 13 29 60 89 11
Multiple Races 27 45 73 27 < < 100 0 < < < <
Students with Disabilities 27 37 63 37 6 65 71 29 8 36 44 56
Students without Disabilities 41 51 92 8 44 43 88 12 30 58 88 12
Economically Disadvantaged 13 61 74 26 26 51 77 23 14 53 67 33
Not Economically Disadvantaged 46 45 91 9 45 44 89 11 31 55 86 14
English Learners 18 73 91 9 < < < < < < 100 0
Military Connected < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 49 87 13 41 45 85 15 27 54 81 19
Female 38 52 90 10 35 49 84 16 26 59 85 15
Male 38 47 84 16 46 41 86 14 28 49 78 22
Asian 43 43 86 14 < < 100 0 45 45 91 9
Black 22 39 61 39 22 52 74 26 18 39 57 43
Hispanic 10 80 90 10 < < < < 8 75 83 17
Native Hawaiian < < < < < < < <
White 45 50 94 6 48 39 87 13 30 59 89 11
Multiple Races 27 45 73 27 < < 100 0 < < < <
Students with Disabilities 19 41 59 41 7 57 64 36 9 30 39 61
Students without Disabilities 41 51 92 8 44 43 88 12 30 58 88 12
Economically Disadvantaged 11 62 73 27 27 49 76 24 14 52 67 33
Not Economically Disadvantaged 45 45 91 9 45 43 89 11 31 55 86 14
Military Connected < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School111
Division14779163
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-kindergarten986
Kindergarten164171153
Grade 1194160144
Grade 2175204152
Grade 3169181189
Grade 4157171158
Grade 5164149160
Total Students1,0321,044962

< = 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 Students10321044962
Female491486457
Male541558505
Asian695756
Black151163117
Hispanic718382
Native Hawaiian422
White685684647
Multiple Races525558
Students with Disabilities141150152
Students without Disabilities891894810
Economically Disadvantaged233251223
Not Economically Disadvantaged799793739
English Learners525660
Not English Learners980988902
Homeless8123
Military Connected727
< = 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 Students1,014679835395771
Female489294752244826
Male525385083150945
Asian631626517
Black13410150514813
Hispanic601170127510
Native Hawaiian<<<<<<
White694436502963039
Multiple Races602481521
Students with Disabilities126191291614121
Economically Disadvantaged223332512328542
English Learners551554607
Homeless82144133
< = 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 <

< = 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 Indian------
Asian5.811.16.75.5
Black13.611.114.618.215.663.6
Hispanic6.622.26.98
Native Hawaiian0.40.49.10.2
White6855.666.472.765.536.4
Multiple Races5.655.3
< = 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 Indian
Asian5.86.75.5
Black13.614.615.6
Hispanic6.66.98
Native Hawaiian0.40.40.2
White6866.465.5
Multiple Races5.655.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian------
Asian5.86.75.5
Black13.614.615.6
Hispanic6.66.98
Native Hawaiian0.40.40.2
White6866.465.5
Multiple Races5.655.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 23.424.223.5
< = 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 31.534.941.6
< = 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 64.36571.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201844%55%0%1%
2018-201943%56%0%1%
2019-202044%56%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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