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Falling Branch Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-381-6145
Address: 735 Falling Branch Rd Christiansburg, VA 24073
Principal: Ms. Julie Vanidestine
Superintendent: Dr. Mark Miear
School Number: 600
Region: 6
Division: Montgomery County Public Schools
Division Number: 60
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 22 57 80 20 23 56 80 20 22 59 81 19
Female 23 57 80 20 28 55 83 17 28 59 87 13
Male 21 58 79 21 19 57 76 24 16 60 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 53 71 29 29 48 76 24 9 73 82 18
Hispanic 8 54 62 38 20 53 73 27 - 50 50 50
White 23 59 82 18 23 55 79 21 24 59 83 17
Multiple Races 36 36 71 29 27 73 100 0 29 57 86 14
Students with Disabilities 21 46 67 33 8 40 48 52 11 37 47 53
Students without Disabilities 22 59 81 19 25 58 83 17 23 61 84 16
Economically Disadvantaged 14 58 72 28 11 61 72 28 8 65 74 26
Not Economically Disadvantaged 28 57 86 14 33 52 85 15 31 55 86 14
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
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 21 54 75 25 13 58 72 28 17 65 83 17
Female 18 60 78 22 21 55 76 24 26 63 89 11
Male 24 46 70 30 4 63 67 33 10 67 77 23
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 22 55 77 23 12 59 71 29 19 67 86 14
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 19 54 73 27 15 64 79 21 18 65 83 17
Economically Disadvantaged 18 52 70 30 4 56 60 40 8 72 81 19
Not Economically Disadvantaged 23 56 79 21 20 60 80 20 24 60 84 16
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 22 63 85 15 16 59 75 25 21 55 76 24
Female 23 62 85 15 23 57 81 19 31 49 80 20
Male 22 64 85 15 8 60 68 33 9 63 72 28
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < < < < < < <
White 23 62 85 15 18 58 76 24 23 52 75 25
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 10 60 70 30 < < < < - 20 20 80
Students without Disabilities 24 63 87 13 16 61 78 23 25 61 86 14
Economically Disadvantaged 8 68 76 24 8 58 65 35 4 59 63 37
Not Economically Disadvantaged 32 59 91 9 23 60 83 17 33 53 85 15
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 24 54 78 22 36 53 89 11 27 57 84 16
Female 31 47 78 22 39 53 92 8 26 64 90 10
Male 16 61 77 23 34 53 86 14 28 49 77 23
Asian < < 100 0 < < 100 0
Black 40 60 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 24 60 84 16 36 50 86 14 29 56 85 15
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 9 64 73 27 < < < <
Students without Disabilities 25 58 84 16 40 51 91 9 26 58 84 16
Economically Disadvantaged 17 50 67 33 18 68 86 14 13 63 75 25
Not Economically Disadvantaged 28 56 85 15 51 40 91 9 37 53 90 10
English Learners < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 59 83 17 27 57 84 16 35 51 85 15
Female 19 69 88 13 21 68 89 11 33 55 88 12
Male 29 48 77 23 31 49 80 20 36 46 82 18
Asian < < 100 0 < < 100 0
Black 20 80 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 27 60 87 13 29 54 83 17 35 53 88 12
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < 9 36 45 55 < < < <
Students without Disabilities 27 64 91 9 29 59 88 12 34 51 86 14
Economically Disadvantaged 13 58 71 29 16 61 77 23 25 47 72 28
Not Economically Disadvantaged 31 59 90 10 36 53 89 11 41 53 94 6
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 59 83 17 27 57 84 16 35 51 85 15
Female 19 69 88 13 21 68 89 11 33 55 88 12
Male 29 48 77 23 31 49 80 20 36 46 82 18
Asian < < 100 0 < < 100 0
Black 20 80 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 27 60 87 13 29 54 83 17 35 53 88 12
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < 9 36 45 55 < < < <
Students without Disabilities 27 64 91 9 29 59 88 12 34 51 86 14
Economically Disadvantaged 13 58 71 29 16 61 77 23 25 47 72 28
Not Economically Disadvantaged 31 59 90 10 36 53 89 11 41 53 94 6
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 52 89 11 32 44 75 25 35 37 72 28
Female 22 65 86 14 33 39 72 28 43 29 71 29
Male 47 43 91 9 31 49 79 21 27 47 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 33 55 88 12 35 42 76 24 36 34 70 30
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < - 30 30 70
Students without Disabilities 38 54 93 7 35 44 78 22 42 38 80 20
Economically Disadvantaged 25 56 81 19 16 50 66 34 20 32 52 48
Not Economically Disadvantaged 44 50 94 6 45 38 83 17 45 40 85 15
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 36 53 89 11 32 43 75 25 35 37 72 28
Female 22 65 86 14 33 39 72 28 43 29 71 29
Male 46 44 90 10 32 47 79 21 27 47 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 32 56 88 13 35 42 76 24 36 34 70 30
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < - 30 30 70
Students without Disabilities 38 54 93 7 35 44 78 22 42 38 80 20
Economically Disadvantaged 23 57 80 20 16 50 66 34 20 32 52 48
Not Economically Disadvantaged 44 50 94 6 46 37 83 17 45 40 85 15
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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--1
Division182926
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-kindergarten264244
Kindergarten7989103
Grade 18384113
Grade 28279103
Grade 3688691
Grade 4886595
Grade 51028380
Total Students528528629

< = 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 Students528528629
Female259261322
Male269267307
American Indian112
Asian745
Black371929
Hispanic221829
White437452519
Multiple Races243445
Students with Disabilities534253
Students without Disabilities475486576
Economically Disadvantaged243232285
Not Economically Disadvantaged285296344
English Learners121217
Not English Learners516516612
Homeless983
Military Connected141413
Foster Care242
< = 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 Students454304673343958
Female227122291222227
Male227182382121731
American Indian----<<
Asian<<<<<<
Black331342186
Hispanic180220194
White374273862737341
Multiple Races252194265
Students with Disabilities388347286
Economically Disadvantaged191211992917951
English Learners110150114
Homeless111102109
< = 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 <
Other Offenses Against Persons <
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 Indian--0.20.2
Asian0.81.30.8
Black6.97.13.650
Hispanic3.44.23.4
Native Hawaiian------
White83.71008410086.650
Multiple Races5.24.66.5
< = 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 Indian0.20.2
Asian0.81.30.8
Black6.97.13.6
Hispanic3.44.23.4
Native Hawaiian
White83.78486.6
Multiple Races5.24.66.5
< = 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--0.20.2
Asian0.81.30.8
Black6.97.13.6
Hispanic3.44.23.4
Native Hawaiian------
White83.78486.6
Multiple Races5.24.66.5
< = 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 46.540.842.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 5155.352.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 7269.377.1
< = 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
2017-201845%55%0%0%
2018-201947%53%0%0%
2019-202046%54%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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