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Forest Edge Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-925-8000
Address: 1501 Beacontree Ln Reston, VA 20190
Principal: Jillian Zuber
Superintendent: Dr. Michelle C. Reid
School Number: 70
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
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

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2023 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2019 through 2023

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student Engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

18.28% of the students in this school were chronically absent.

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 48 60 40 19 53 73 27 22 50 71 29
Female 13 54 68 33 20 55 75 25 23 50 73 27
Male 12 41 53 47 18 51 70 30 20 49 69 31
Asian 19 69 88 12 16 66 81 19 7 74 81 19
Black 6 43 49 51 8 64 72 28 7 55 61 39
Hispanic 6 37 43 57 18 34 52 48 17 38 55 45
White 15 60 74 26 28 53 81 19 36 48 84 16
Multiple Races 44 33 78 22 35 50 85 15 50 30 80 20
Students with Disabilities 8 19 27 73 5 34 39 61 5 44 49 51
Students without Disabilities 13 53 66 34 22 56 78 22 25 51 75 25
Economically Disadvantaged 5 38 43 57 4 54 58 42 7 51 58 42
Not Economically Disadvantaged 21 59 80 20 36 52 88 12 38 48 86 14
English Learners 2 22 24 76 - 37 37 63 - 36 36 64
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 46 57 43 19 50 69 31 12 49 61 39
Female 10 47 57 43 16 55 71 29 15 48 63 37
Male 13 45 58 42 22 43 65 35 9 50 59 41
Asian < < < < 18 45 64 36 < < < <
Black - 29 29 71 17 67 83 17 5 47 53 47
Hispanic 14 21 36 64 10 50 60 40 < < < <
White 11 74 84 16 22 39 61 39 19 52 71 29
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 50 50 50
Students without Disabilities 12 47 60 40 21 52 73 27 15 49 64 36
Economically Disadvantaged 3 27 30 70 7 48 55 45 3 34 38 63
Not Economically Disadvantaged 19 65 84 16 32 52 84 16 22 67 89 11
English Learners - 28 28 72 - 52 52 48 - 44 44 56
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 51 69 31 22 47 69 31 22 56 78 22
Female 18 64 82 18 23 43 67 33 22 59 81 19
Male 18 36 54 46 21 50 71 29 23 50 73 27
Asian < < 100 0 < < < < < < < <
Black 8 46 54 46 - 53 53 47 8 69 77 23
Hispanic 9 45 55 45 33 27 60 40 18 45 64 36
White 23 69 92 8 33 48 81 19 39 44 83 17
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 10 30 40 60 < < < < < < < <
Students without Disabilities 20 55 75 25 25 49 74 26 26 57 83 17
Economically Disadvantaged 9 44 53 47 3 50 53 47 7 59 67 33
Not Economically Disadvantaged 30 59 89 11 43 43 87 13 37 52 89 11
English Learners 4 32 36 64 - 35 35 65 - 53 53 47
Military Connected < < 100 0 < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 51 60 40 14 61 75 25 21 51 71 29
Female 4 56 60 40 16 67 84 16 19 42 62 38
Male 13 47 59 41 12 52 64 36 22 57 78 22
Asian < < < < < < 100 0 < < < <
Black 6 56 63 38 7 60 67 33 - 56 56 44
Hispanic - 27 27 73 < < < < 40 20 60 40
White 14 64 79 21 22 61 83 17 24 62 86 14
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 8 42 50 50 < < < <
Students without Disabilities 8 56 65 35 16 64 80 20 24 52 76 24
Economically Disadvantaged 3 39 42 58 3 56 59 41 6 53 59 41
Not Economically Disadvantaged 15 65 81 19 27 65 92 8 38 48 86 14
English Learners 6 11 17 83 - 36 36 64 - 25 25 75
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 44 55 45 23 54 77 23 30 45 74 26
Female 19 50 69 31 26 50 76 24 32 49 80 20
Male 3 37 40 60 20 57 77 23 27 39 67 33
Asian < < 100 0 < < < < < < 100 0
Black 7 40 47 53 13 80 93 7 11 52 63 37
Hispanic 4 48 52 48 14 23 36 64 - 54 54 46
White 13 31 44 56 37 63 100 0 62 33 95 5
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 7 7 14 86 8 31 38 62 18 36 55 45
Students without Disabilities 13 54 67 33 27 59 86 14 32 46 78 22
Economically Disadvantaged 3 41 44 56 3 61 64 36 10 56 67 33
Not Economically Disadvantaged 21 46 68 32 42 47 89 11 51 31 83 17
English Learners - 7 7 93 - 20 20 80 - 15 15 85
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 42 53 47 21 52 74 26 21 53 75 25
Female 12 46 58 42 14 60 73 27 21 54 75 25
Male 10 38 49 51 29 44 74 26 22 53 74 26
Asian 27 46 73 27 28 59 88 13 19 67 85 15
Black 3 37 39 61 5 66 72 28 7 60 67 33
Hispanic 5 33 38 62 14 33 47 53 17 33 50 50
White 17 49 67 33 32 52 84 16 32 58 90 10
Multiple Races 22 67 89 11 45 50 95 5 45 40 85 15
Students with Disabilities 5 21 26 74 8 42 50 50 5 41 46 54
Students without Disabilities 12 46 58 42 23 54 78 22 24 56 80 20
Economically Disadvantaged 2 33 35 65 4 56 60 40 8 58 67 33
Not Economically Disadvantaged 21 54 75 25 38 49 88 12 35 48 83 17
English Learners 2 20 22 78 2 38 40 60 - 50 50 50
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 47 52 48 26 43 69 31 14 59 73 27
Female - 48 48 52 16 55 71 29 19 48 67 33
Male 10 45 55 45 39 26 65 35 9 69 78 22
Asian < < < < 36 45 82 18 < < < <
Black - 24 24 76 8 67 75 25 5 74 79 21
Hispanic 7 36 43 57 10 30 40 60 < < < <
White 10 65 75 25 33 33 67 33 19 67 86 14
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 67 67 33
Students without Disabilities 5 49 54 46 27 44 71 29 17 57 74 26
Economically Disadvantaged - 20 20 80 7 45 52 48 3 59 63 38
Not Economically Disadvantaged 9 72 81 19 48 40 88 12 26 59 85 15
English Learners - 19 19 81 9 43 52 48 - 63 63 38
Homeless < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 39 63 38 20 47 67 33 22 49 71 29
Female 25 41 66 34 13 50 63 37 22 53 75 25
Male 22 38 59 41 26 44 71 29 22 43 65 35
Asian < < 100 0 < < < < < < < <
Black 4 41 44 56 - 59 59 41 15 54 69 31
Hispanic 9 45 55 45 33 20 53 47 8 33 42 58
White 46 38 85 15 33 43 76 24 33 50 83 17
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 18 18 36 64 < < < < < < < <
Students without Disabilities 25 43 68 32 23 49 72 28 25 54 79 21
Economically Disadvantaged 3 45 47 53 3 47 50 50 15 48 63 37
Not Economically Disadvantaged 54 31 85 15 40 47 87 13 29 50 79 21
English Learners 3 27 30 70 - 31 31 69 - 45 45 55
Military Connected < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 30 30 70 4 61 65 35 9 54 63 37
Female - 40 40 60 - 68 68 32 7 60 67 33
Male - 22 22 78 10 52 62 38 10 50 60 40
Asian < < < < < < 100 0 < < 100 0
Black - 42 42 58 4 54 58 42 - 60 60 40
Hispanic - 8 8 92 < < < < < < < <
White < < < < < < < < < < < <
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 38 38 62 5 63 68 33 11 61 71 29
Economically Disadvantaged - 25 25 75 3 59 62 38 10 55 66 34
Not Economically Disadvantaged < < < < 7 67 73 27 < < < <
English Learners - 13 13 88 - 45 45 55 - 47 47 53
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 40 48 52 20 59 79 21 18 57 75 25
Female 7 44 52 48 16 62 78 22 14 61 75 25
Male 9 37 46 54 24 56 79 21 22 53 75 25
Asian < < < < < < < < < < 100 0
Black 7 36 43 57 - 94 94 6 - 50 50 50
Hispanic - 28 28 72 5 38 43 57 28 39 67 33
White 10 45 55 45 33 62 95 5 32 68 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 27 27 73 7 47 53 47 - 40 40 60
Students without Disabilities 11 45 55 45 23 63 86 14 21 60 81 19
Economically Disadvantaged 3 37 40 60 - 68 68 32 3 66 68 32
Not Economically Disadvantaged 15 44 59 41 35 53 88 13 35 47 82 18
English Learners 6 18 24 76 - 29 29 71 - 38 38 62
Military Connected < < 100 0
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 48 52 100 0 57 40 97 3
Female 25 63 88 13 31 69 100 0 50 44 94 6
Male < < < < 64 36 100 0 64 36 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White < < < < 46 54 100 0 60 33 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 17 58 75 25 46 54 100 0 56 41 96 4
Economically Disadvantaged < < < < < < 100 0 < < 100 0
Not Economically Disadvantaged 17 72 89 11 55 45 100 0 63 33 96 4
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 35 58 42 21 45 66 34 29 49 78 22
Female 17 42 58 42 19 49 67 33 23 54 77 23
Male 27 30 58 42 24 41 65 35 32 46 78 22
Asian < < < < < < < < < < < <
Black 19 44 63 38 3 50 53 47 13 63 75 25
Hispanic - 13 13 87 9 45 55 45 33 33 67 33
White 36 43 79 21 30 48 78 22 43 43 86 14
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 20 30 70 8 42 50 50 < < < <
Students without Disabilities 26 38 64 36 23 46 69 31 31 54 85 15
Economically Disadvantaged 13 23 35 65 3 49 51 49 9 62 71 29
Not Economically Disadvantaged 35 50 85 15 39 42 82 18 52 34 86 14
English Learners 6 11 17 83 - 30 30 70 - 31 31 69
Military Connected < < 100 0 < < 100 0
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 35 58 42 21 45 66 34 29 49 78 22
Female 17 42 58 42 19 49 67 33 23 54 77 23
Male 27 30 58 42 24 41 65 35 32 46 78 22
Asian < < < < < < < < < < < <
Black 19 44 63 38 3 50 53 47 13 63 75 25
Hispanic - 13 13 87 9 45 55 45 33 33 67 33
White 36 43 79 21 30 48 78 22 43 43 86 14
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 20 30 70 8 42 50 50 < < < <
Students without Disabilities 26 38 64 36 23 46 69 31 31 54 85 15
Economically Disadvantaged 13 23 35 65 3 49 51 49 9 62 71 29
Not Economically Disadvantaged 35 50 85 15 39 42 82 18 52 34 86 14
English Learners 6 11 17 83 - 30 30 70 - 31 31 69
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2020-2021 2021-2022 2022-2023
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

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022 2022-2023
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

2020-20212021-20222022-2023
School221
Division3771,2351,223
State1,3244,0064,460
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 2021-20222022-2023
Pre-kindergarten5452
Kindergarten6441
Grade 14462
Grade 25243
Grade 35456
Grade 46256
Grade 57963
Grade 66774
Total Students476447

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

Fall Membership by Subgroups

2022 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 2021-20222022-2023
All Students476447
Female229216
Male247231
Asian4438
Black134131
Hispanic114102
White146146
Multiple Races3830
Students with Disabilities8383
Students without Disabilities393364
Economically Disadvantaged250371
Not Economically Disadvantaged22676
English Learners196181
Not English Learners280266
Homeless11
Military Connected46
Foster Care1-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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 2022-2023 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
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students380473735634945
Female200211803017324
Male180261932617621
Asian422405285
Black1131610971079
Hispanic832088177913
White11061111810916
Multiple Races323259262
Students with Disabilities531361125714
Economically Disadvantaged212451974119029
English Learners195291772816121
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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 15
Relationship Behaviors without Physical Harm 25
Behaviors of a Safety Concern 47
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 9

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.2----
Asian9.49.214.38.5
Black31.328.228.629.342.9
Hispanic242442.922.814.3
Native Hawaiian------
White27.130.714.332.742.9
Multiple Races886.7
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.2
Asian9.49.28.5
Black31.328.229.3
Hispanic242422.8
Native Hawaiian
White27.130.732.7
Multiple Races886.7
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2----
Asian9.49.28.5
Black31.328.229.3
Hispanic242422.8
Native Hawaiian------
White27.130.732.7
Multiple Races886.7
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 51.551.569.7
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 42.442.439.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 80.980.960.4
< = 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.

Teacher Quality

Teacher Quality

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

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202131%69%0%0%
2021-202224%76%0%0%
2022-202324%71%0%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2023 ESSA Status: Pending
2023 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-Yes-
AsianTSYes-No-
BlackYesYes-Yes-
HispanicNoNo-No-
WhiteYes - CPYes-Yes-
Multiple RacesTSYes-TS-
Economically DisadvantagedNoYes-Yes-
English LearnersYes - CPYesNoYes-
Students with DisabilitiesNoNo-No-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%72%77%88%
Asian81%83%91%88%
Black63%64%64%88%
Hispanic57%54%63%88%
White84%86%84%88%
Multiple Races80%80%82%88%
Economically Disadvantaged58%56%63%88%
English Learners55%53%53%88%
Students with Disabilities49%39%50%88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%78%72%85%
Asian85%90%90%85%
Black68%71%56%85%
Hispanic51%55%58%85%
White90%90%80%85%
Multiple Races85%93%75%85%
Economically Disadvantaged67%67%57%85%
English Learners63%65%52%85%
Students with Disabilities46%46%47%85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students79%
Asian<
Black80%
Hispanic67%
White86%
Multiple Races<
Economically Disadvantaged73%
English Learners65%
Students with Disabilities<

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students11%11%12%10%
Asian15%15%10%10%
Black8%8%13%10%
Hispanic14%14%13%10%
White13%13%13%10%
Multiple Races7%7%14%10%
Economically Disadvantaged13%13%15%10%
English Learners12%12%12%10%
Students with Disabilities20%20%16%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress43%52%58%
English Learner Proficiency9%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress5011543%
English Learner Proficiency121379%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian100%-100%-<<
Black100%-100%-100%-
Hispanic100%-100%-100%-
White99%1%99%1%100%-
Multiple Races100%-100%-<<
Economically Disadvantaged99%1%99%1%100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities100%-100%-<<
Students without Disabilities100%-100%-100%-
Female99%1%99%1%100%-
Male100%-100%-100%-
Migrant------

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students82%84%
Asian81%93%
Black80%81%
Hispanic72%68%
White88%93%
Multiple Races95%90%
Economically Disadvantaged74%81%
English Learners71%77%
Students with Disabilities69%62%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

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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