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George W. Carver Intermediate

General school information

Category: Elementary (03-05) School
Phone: 757-494-7505
Address: 2601 Broad St Chesapeake, VA 23324
Principal: Mrs. Michelle A. Ferebee
Superintendent: Dr. Jared A. Cotton
School Number: 50
Region: 2
Division: Chesapeake City Public Schools
Division Number: 136
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2020 through 2022

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 15 58 72 28 15 53 68 32 12 55 67 33
Female 15 60 75 25 19 53 72 28 12 60 72 28
Male 15 55 70 30 12 53 65 35 12 50 63 37
American Indian < < < <
Asian < < < < < < < < < < < <
Black 11 57 67 33 12 47 60 40 10 50 60 40
Hispanic 15 57 72 28 19 52 71 29 13 50 63 37
White 24 59 83 17 19 63 82 18 17 67 84 16
Multiple Races 13 70 83 17 15 74 88 12 11 76 87 13
Students with Disabilities 17 28 46 54 17 32 49 51 12 30 42 58
Students without Disabilities 14 67 81 19 15 60 74 26 12 62 74 26
Economically Disadvantaged 12 57 68 32 11 51 62 38 9 53 62 38
Not Economically Disadvantaged 18 59 76 24 18 55 73 27 14 57 71 29
English Learners 10 57 67 33 5 49 54 46 5 36 41 59
Homeless < < < < < < < < < < < <
Military Connected 21 60 81 19 15 58 73 28
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 12 61 73 27 11 53 64 36 10 50 60 40
Female 9 65 73 27 14 56 71 29 10 56 66 34
Male 15 57 72 28 8 51 58 42 10 44 55 45
American Indian < < < <
Black 5 59 64 36 8 48 56 44 9 42 51 49
Hispanic 22 58 81 19 14 46 59 41 10 44 54 46
White 15 61 76 24 17 62 79 21 11 67 78 22
Multiple Races 11 83 94 6 < < < < 15 77 92 8
Students with Disabilities 12 27 39 61 13 29 42 58 15 33 48 52
Students without Disabilities 11 71 82 18 10 59 69 31 9 53 62 38
Economically Disadvantaged 11 63 74 26 7 49 56 44 7 46 53 47
Not Economically Disadvantaged 12 60 72 28 14 57 71 29 13 52 65 35
English Learners 15 62 77 23 4 36 40 60 3 37 40 60
Homeless < < < < < < 100 0 < < 100 0
Military Connected 10 75 85 15 - 77 77 23
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 23 56 79 21 14 59 72 28 13 59 72 28
Female 27 53 80 20 16 59 74 26 12 68 80 20
Male 20 58 78 22 11 59 70 30 13 52 65 35
Asian < < < < < < < <
Black 19 55 74 26 8 54 62 38 12 57 69 31
Hispanic 16 63 78 22 26 55 81 19 11 51 63 37
White 35 56 92 8 13 73 87 13 19 67 86 14
Multiple Races < < < < 18 76 94 6 < < < <
Students with Disabilities 23 38 62 38 13 35 48 52 11 29 39 61
Students without Disabilities 23 63 86 14 14 66 80 20 13 68 81 19
Economically Disadvantaged 17 55 73 27 13 57 70 30 8 58 66 34
Not Economically Disadvantaged 30 56 86 14 14 60 74 26 16 60 76 24
English Learners 14 68 82 18 5 63 68 32 10 30 40 60
Military Connected 6 75 81 19 29 36 64 36
Foster Care < < 100 0 < < 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 11 56 67 33 21 46 68 32 13 57 70 31
Female 11 62 72 28 26 43 69 31 12 59 71 29
Male 11 51 62 38 17 49 66 34 14 54 68 32
Black 9 57 65 35 21 39 60 40 9 51 60 40
Hispanic 9 52 61 39 15 55 70 30 17 56 73 27
White 19 60 79 21 26 56 81 19 21 67 88 12
Multiple Races < < < < < < < < 13 75 88 13
Students with Disabilities 15 17 32 68 24 31 55 45 10 29 40 60
Students without Disabilities 10 66 76 24 20 53 74 26 14 65 79 21
Economically Disadvantaged 7 53 60 40 13 47 60 40 11 54 66 34
Not Economically Disadvantaged 14 59 73 27 29 46 75 25 14 58 72 28
English Learners 3 45 48 52 8 54 62 38 < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected 47 29 76 24 15 62 77 23
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 16 55 70 30 13 54 67 33 10 70 80 20
Female 14 58 72 28 11 58 69 31 9 73 81 19
Male 17 51 68 32 15 50 65 35 12 67 79 21
American Indian < < 100 0
Asian < < < < < < < < < < 100 0
Black 11 52 63 37 11 50 61 39 8 65 73 27
Hispanic 18 58 76 24 13 54 67 33 12 69 81 19
White 25 57 82 18 20 55 75 25 16 73 89 11
Multiple Races 16 58 74 26 6 79 85 15 5 92 97 3
Students with Disabilities 17 23 41 59 16 25 41 59 14 41 55 45
Students without Disabilities 15 64 79 21 12 63 75 25 9 77 87 13
Economically Disadvantaged 12 53 65 35 8 51 59 41 8 65 73 27
Not Economically Disadvantaged 19 56 75 25 17 55 72 28 12 73 85 15
English Learners 11 62 73 27 6 48 54 46 10 57 67 33
Homeless < < < < < < < < < < < <
Military Connected 19 64 83 17 5 88 93 8
Foster Care < < < < < < < <
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 16 56 72 28 12 51 63 37 10 70 80 20
Female 9 63 73 27 11 52 64 36 6 72 78 22
Male 23 48 70 30 13 49 63 37 13 68 81 19
American Indian < < 100 0
Black 11 48 59 41 10 48 59 41 8 62 70 30
Hispanic 19 68 86 14 12 48 60 40 14 65 80 20
White 24 53 76 24 20 51 71 29 6 89 94 6
Multiple Races 17 78 94 6 < < < < 15 85 100 0
Students with Disabilities 18 15 33 68 13 31 44 56 24 39 64 36
Students without Disabilities 15 67 83 17 12 55 67 33 7 76 83 17
Economically Disadvantaged 14 53 67 33 7 53 59 41 8 61 68 32
Not Economically Disadvantaged 18 58 75 25 16 50 66 34 11 76 87 13
English Learners 11 74 85 15 7 39 46 54 17 55 72 28
Homeless < < < < < < 100 0 < < 100 0
Military Connected 20 65 85 15 15 77 92 8
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 18 59 77 23 11 67 78 22 11 67 78 22
Female 19 58 77 23 6 78 84 16 12 72 84 16
Male 17 60 77 23 15 58 73 27 10 64 74 26
Asian < < < < < < 100 0
Black 15 58 73 27 7 60 67 33 8 67 76 24
Hispanic 16 66 81 19 17 76 93 7 11 63 74 26
White 23 64 87 13 20 67 87 13 18 66 84 16
Multiple Races < < < < 6 94 100 0 < < < <
Students with Disabilities 17 31 48 52 13 26 39 61 13 37 50 50
Students without Disabilities 18 71 89 11 10 80 90 10 10 76 87 13
Economically Disadvantaged 13 56 69 31 7 64 71 29 7 63 70 30
Not Economically Disadvantaged 22 62 85 15 14 69 83 17 14 70 84 16
English Learners 14 73 86 14 5 79 84 16 5 55 60 40
Military Connected 13 69 81 19 - 93 93 7
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 14 50 63 37 16 42 58 42 11 71 82 19
Female 14 54 68 32 16 43 58 42 8 74 82 18
Male 14 46 59 41 16 41 57 43 13 68 81 19
Black 8 50 58 42 16 40 56 44 8 65 74 26
Hispanic 19 44 63 37 11 37 47 53 10 78 88 12
White 27 54 80 20 21 51 72 28 24 67 91 9
Multiple Races < < < < < < < < - 100 100 0
Students with Disabilities 17 22 39 61 20 20 40 60 8 46 54 46
Students without Disabilities 13 56 69 31 14 51 65 35 11 79 90 10
Economically Disadvantaged 9 49 59 41 9 39 48 52 10 70 80 20
Not Economically Disadvantaged 18 50 67 33 22 44 66 34 11 72 83 17
English Learners 10 43 53 47 6 28 33 67 < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected 24 59 82 18 - 92 92 8
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 13 56 69 31 15 48 63 37 20 56 76 25
Female 11 57 68 32 14 47 60 40 16 57 73 27
Male 14 56 70 30 17 49 66 34 22 55 78 22
Black 9 55 64 36 13 38 51 49 15 52 67 33
Hispanic 14 56 70 30 6 67 73 27 12 71 83 17
White 24 59 83 17 26 53 79 21 36 48 85 15
Multiple Races < < < < < < < < 31 63 94 6
Students with Disabilities 15 27 41 59 18 29 47 53 13 33 46 54
Students without Disabilities 12 64 76 24 14 57 70 30 22 63 85 15
Economically Disadvantaged 7 54 61 39 8 42 51 49 18 53 71 29
Not Economically Disadvantaged 18 59 77 23 22 53 75 25 21 58 79 21
English Learners 10 50 60 40 8 54 62 38 < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 24 59 82 18 31 54 85 15
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 13 56 69 31 15 48 63 37 20 56 76 25
Female 11 57 68 32 14 47 60 40 16 57 73 27
Male 14 56 70 30 17 49 66 34 22 55 78 22
Black 9 55 64 36 13 38 51 49 15 52 67 33
Hispanic 14 56 70 30 6 67 73 27 12 71 83 17
White 24 59 83 17 26 53 79 21 36 48 85 15
Multiple Races < < < < < < < < 31 63 94 6
Students with Disabilities 15 27 41 59 18 29 47 53 13 33 46 54
Students without Disabilities 12 64 76 24 14 57 70 30 22 63 85 15
Economically Disadvantaged 7 54 61 39 8 42 51 49 18 53 71 29
Not Economically Disadvantaged 18 59 77 23 22 53 75 25 21 58 79 21
English Learners 10 50 60 40 8 54 62 38 < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 24 59 82 18 31 54 85 15
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 24 50 75 25 22 53 75 25 28 52 80 20
Female 20 55 75 25 24 51 74 26 25 58 82 18
Male 28 47 75 25 20 56 76 24 31 47 78 22
Black 22 49 70 30 19 52 71 29 19 54 73 27
Hispanic 26 45 71 29 13 53 66 34 34 49 83 17
White 33 55 88 12 37 56 93 7 48 42 91 9
Multiple Races < < < < < < < < 31 69 100 0
Students with Disabilities 22 27 49 51 25 29 55 45 15 33 48 52
Students without Disabilities 25 57 81 19 20 64 84 16 32 58 90 10
Economically Disadvantaged 19 52 70 30 15 56 72 28 23 54 77 23
Not Economically Disadvantaged 30 50 79 21 28 51 78 22 31 50 82 18
English Learners 17 45 62 38 6 33 39 61 < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected 35 41 76 24 46 38 85 15
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 22 52 74 26 17 56 74 26 27 53 80 20
Female 18 56 74 26 20 53 73 27 25 58 82 18
Male 25 49 74 26 15 60 75 25 30 48 78 22
Black 19 50 69 31 12 57 69 31 17 55 72 28
Hispanic 21 49 69 31 11 54 65 35 35 50 85 15
White 33 55 88 12 34 59 93 7 48 42 91 9
Multiple Races < < < < < < < < 31 69 100 0
Students with Disabilities 9 31 40 60 9 36 44 56 9 35 44 56
Students without Disabilities 25 57 81 19 20 64 84 16 32 58 90 10
Economically Disadvantaged 16 53 69 31 9 61 70 30 20 57 76 24
Not Economically Disadvantaged 27 51 78 22 25 53 77 23 32 50 82 18
English Learners 14 46 61 39 - 35 35 65 < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected 35 41 76 24 46 38 85 15
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
School3510
Division273254
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Grade 3188174200
Grade 4183212172
Grade 5202186212
Total Students573572584

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students573572584
Female268264288
Male305308296
American Indian234
Asian141
Black282292308
Hispanic128127135
White12010994
Multiple Races403742
Students with Disabilities118123121
Students without Disabilities455449463
Economically Disadvantaged303298363
Not Economically Disadvantaged270274221
English Learners9610092
Not English Learners477472492
Military Connected424861
Foster Care4-2
< = 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 Students535465323853644
Female262172651125218
Male273292672728426
American Indian----<<
Asian<<<<<<
Black284232811626226
Hispanic108511341247
Native Hawaiian--<<--
White10818101161117
Multiple Races320332364
Students with Disabilities121161231612315
Economically Disadvantaged495433453029538
English Learners764824956
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 21
Other Offenses Against Persons 74
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----0.3
Asian0.50.50.2
Black52.973.853.370.849.272.2
Hispanic19.314.619.34.622.39.7
Native Hawaiian------
White21.79.720.22020.916.7
Multiple Races5.51.96.74.671.4
< = 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 Indian0.3
Asian0.50.50.2
Black52.910053.349.2
Hispanic19.319.322.3
Native Hawaiian
White21.720.220.9
Multiple Races5.56.77
< = 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----0.3
Asian0.50.50.2
Black52.953.349.2
Hispanic19.319.322.3
Native Hawaiian------
White21.720.220.9
Multiple Races5.56.77
< = 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 90.290.297
< = 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 79.78273.8
< = 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 75.576.779
< = 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
2017-201837%57%0%6%
2018-201935%57%0%8%
2019-202039%55%2%4%
< = 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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