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Grassfield Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-558-8923
Address: 2248 Averill Dr. Chesapeake, VA 23323
Principal: Mrs. Michael W. Ottley
Superintendent: Dr. Doug Brubaker
School Number: 950
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

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

Early Learning

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

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

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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 66 83 17 20 66 86 14 19 68 87 13
Female 21 66 87 13 23 67 90 10 20 69 89 11
Male 14 66 80 20 17 66 83 17 19 66 85 15
American Indian < < < < < < 100 0 < < 100 0
Asian 13 75 88 13 20 70 90 10 19 67 86 14
Black 15 54 69 31 13 62 75 25 19 54 73 27
Hispanic 18 65 82 18 23 65 88 12 24 68 92 8
Native Hawaiian < < 100 0 < < < < < < 100 0
White 18 69 87 13 22 65 87 13 17 71 89 11
Multiple Races 19 68 87 13 16 78 93 7 24 67 91 9
Students with Disabilities 10 52 62 38 5 50 55 45 4 54 58 42
Students without Disabilities 19 69 89 11 22 69 91 9 21 70 91 9
Economically Disadvantaged 8 63 71 29 11 67 78 22 15 61 76 24
Not Economically Disadvantaged 19 66 86 14 21 66 88 12 20 69 89 11
English Learners - 62 62 38 - 70 70 30 < < < <
Homeless < < < < < < 100 0
Military Connected 22 69 90 10 24 67 91 9 21 70 90 10
Grade 3 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 66 85 15 15 64 79 21 15 67 82 18
Female 22 66 88 12 14 67 81 19 16 68 84 16
Male 16 66 82 18 16 62 78 23 13 66 79 21
American Indian < < < < < < 100 0
Asian < < < < < < < < < < < <
Black 23 51 74 26 3 67 70 30 13 57 70 30
Hispanic 23 70 93 7 22 56 78 22 20 72 92 8
White 17 68 86 14 18 62 79 21 13 70 83 17
Multiple Races 16 74 90 10 10 79 90 10 26 57 83 17
Students with Disabilities 10 59 69 31 - 44 44 56 3 50 53 47
Students without Disabilities 21 67 88 12 17 67 84 16 17 70 87 13
Economically Disadvantaged 10 73 83 18 3 66 69 31 4 66 70 30
Not Economically Disadvantaged 21 65 85 15 17 64 81 19 18 67 85 15
English Learners < < < < < < < < < < 100 0
Military Connected 23 65 88 12 24 62 87 13 16 71 87 13
Grade 4 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 63 84 16 27 66 93 7 26 61 87 13
Female 25 65 91 9 33 64 97 3 25 65 90 10
Male 18 61 79 21 21 68 89 11 28 57 84 16
Asian < < < < < < 100 0 < < < <
Black 11 61 72 28 29 51 80 20 30 48 78 22
Hispanic 14 64 77 23 37 57 93 7 28 62 90 10
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 24 64 88 12 27 68 95 5 27 63 89 11
Multiple Races 28 60 88 12 18 79 97 3 20 67 87 13
Students with Disabilities 13 45 58 42 4 64 68 32 7 57 63 37
Students without Disabilities 24 69 93 7 30 66 96 4 29 61 91 9
Economically Disadvantaged 10 60 70 30 24 61 85 15 30 46 76 24
Not Economically Disadvantaged 24 64 88 12 27 67 94 6 26 64 89 11
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0
Military Connected 27 64 91 9 30 67 97 3 29 61 89 11
Grade 5 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 68 81 19 16 69 85 15 17 74 91 9
Female 17 67 84 16 19 71 90 10 18 74 92 8
Male 8 70 79 21 13 68 82 18 15 75 90 10
American Indian < < 100 0
Asian - 92 92 8 < < < < < < 100 0
Black 9 50 59 41 3 71 74 26 20 54 73 27
Hispanic 15 59 74 26 8 85 92 8 23 71 94 6
Native Hawaiian < < 100 0 < < 100 0
White 14 73 86 14 21 64 85 15 12 81 93 7
Multiple Races 14 69 83 17 19 74 93 7 26 74 100 0
Students with Disabilities 7 53 60 40 10 44 54 46 4 56 59 41
Students without Disabilities 14 72 86 14 18 75 93 7 18 77 95 5
Economically Disadvantaged 3 56 59 41 3 76 78 22 14 68 82 18
Not Economically Disadvantaged 14 70 84 16 19 68 87 13 17 76 93 7
English Learners < < < < < < 100 0
Military Connected 16 76 92 8 17 73 90 10 18 76 94 6
Grade 6 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2023-2024 2024-2025 2025-2026
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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2023-2024 2024-2025 2025-2026
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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 63 88 12 30 61 91 9 30 61 91 9
Female 28 61 89 11 29 61 90 10 27 65 92 8
Male 23 65 88 12 32 60 92 8 34 57 91 9
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 54 38 92 8 45 55 100 0 33 62 95 5
Black 16 56 72 28 21 57 78 22 21 62 83 17
Hispanic 23 61 84 16 32 58 90 10 34 60 94 6
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 26 68 93 7 32 61 93 7 34 58 92 8
Multiple Races 31 60 91 9 27 66 92 8 24 69 93 7
Students with Disabilities 11 58 69 31 10 54 64 36 10 56 66 34
Students without Disabilities 29 64 93 7 33 62 95 5 33 62 95 5
Economically Disadvantaged 18 60 78 22 19 61 80 20 21 61 82 18
Not Economically Disadvantaged 27 64 90 10 32 61 93 7 33 61 93 7
English Learners - 69 69 31 - 91 91 9 < < < <
Homeless < < < < < < < <
Military Connected 29 66 94 6 34 60 94 6 32 62 94 6
Grade 3 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 69 93 7 31 62 93 7 26 64 89 11
Female 27 67 93 7 26 66 92 8 23 66 89 11
Male 22 71 93 8 36 58 94 6 28 61 90 10
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < < <
Black 23 59 82 18 13 67 80 20 6 79 85 15
Hispanic 27 67 93 7 48 48 96 4 36 56 92 8
White 24 71 94 6 33 61 94 6 32 58 89 11
Multiple Races 26 74 100 0 21 76 97 3 22 74 96 4
Students with Disabilities 8 72 79 21 8 68 76 24 15 50 65 35
Students without Disabilities 27 68 95 5 34 61 95 5 28 66 94 6
Economically Disadvantaged 20 70 90 10 22 59 81 19 17 66 83 17
Not Economically Disadvantaged 25 68 93 7 33 62 95 5 28 63 91 9
English Learners < < < < < < 100 0 < < < <
Military Connected 27 67 94 6 33 62 95 5 31 66 96 4
Grade 4 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 62 87 13 32 60 92 8 34 56 90 10
Female 27 57 84 16 33 59 91 9 26 66 92 8
Male 23 66 90 10 31 62 93 7 42 47 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 64 75 25 32 49 80 20 19 67 85 15
Hispanic 18 55 73 27 30 63 93 7 38 55 93 7
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 26 66 92 8 34 61 95 5 41 49 91 9
Multiple Races 36 52 88 12 26 65 91 9 17 70 87 13
Students with Disabilities 17 53 70 30 7 52 59 41 7 50 57 43
Students without Disabilities 28 65 93 7 35 61 96 4 39 57 95 5
Economically Disadvantaged 18 55 73 28 17 68 85 15 19 59 78 22
Not Economically Disadvantaged 27 64 91 9 35 59 93 7 37 55 93 7
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < <
Military Connected 28 66 95 5 36 57 93 7 33 58 91 9
Grade 5 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 59 85 15 27 60 87 13 31 63 94 6
Female 30 58 88 12 27 59 86 14 31 62 93 7
Male 22 60 82 18 28 61 88 12 31 63 94 6
American Indian < < 100 0
Asian 58 33 92 8 < < 100 0 < < 100 0
Black 12 44 56 44 15 59 74 26 40 40 80 20
Hispanic 22 59 81 19 19 63 81 19 29 68 97 3
Native Hawaiian < < 100 0 < < 100 0
White 27 66 92 8 30 61 91 9 29 67 96 4
Multiple Races 31 52 83 17 33 56 89 11 31 66 97 3
Students with Disabilities 7 53 60 40 13 48 60 40 7 70 78 22
Students without Disabilities 31 60 90 10 30 63 93 7 34 62 96 4
Economically Disadvantaged 16 53 69 31 19 54 73 27 27 57 84 16
Not Economically Disadvantaged 28 59 87 13 29 61 90 10 32 64 96 4
English Learners < < < < < < < < < < 100 0
Military Connected 30 65 95 5 32 62 94 6 33 61 95 5
Grade 6 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2023-2024 2024-2025 2025-2026
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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 58 75 25 20 60 79 21 26 59 85 15
Female 19 55 74 26 20 62 82 18 24 61 85 15
Male 16 60 76 24 19 58 77 23 27 58 85 15
American Indian < < 100 0
Asian 50 33 83 17 < < 100 0 < < 100 0
Black 3 41 44 56 3 57 60 40 20 54 73 27
Hispanic 26 44 70 30 11 70 81 19 35 52 87 13
Native Hawaiian < < 100 0 < < 100 0
White 17 66 83 17 23 60 83 17 27 59 86 14
Multiple Races 10 62 72 28 30 48 78 22 17 74 91 9
Students with Disabilities 7 40 47 53 5 46 51 49 11 44 56 44
Students without Disabilities 20 62 81 19 23 63 85 15 28 61 89 11
Economically Disadvantaged 9 41 50 50 16 46 62 38 18 52 70 30
Not Economically Disadvantaged 18 60 79 21 20 62 83 17 28 61 89 11
English Learners < < < < < < < < < < 100 0
Military Connected 24 59 83 17 23 63 86 14 31 58 90 10
Grade 5 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 58 75 25 20 60 79 21 26 59 85 15
Female 19 55 74 26 20 62 82 18 24 61 85 15
Male 16 60 76 24 19 58 77 23 27 58 85 15
American Indian < < 100 0
Asian 50 33 83 17 < < 100 0 < < 100 0
Black 3 41 44 56 3 57 60 40 20 54 73 27
Hispanic 26 44 70 30 11 70 81 19 35 52 87 13
Native Hawaiian < < 100 0 < < 100 0
White 17 66 83 17 23 60 83 17 27 59 86 14
Multiple Races 10 62 72 28 30 48 78 22 17 74 91 9
Students with Disabilities 7 40 47 53 5 46 51 49 11 44 56 44
Students without Disabilities 20 62 81 19 23 63 85 15 28 61 89 11
Economically Disadvantaged 9 41 50 50 16 46 62 38 18 52 70 30
Not Economically Disadvantaged 18 60 79 21 20 62 83 17 28 61 89 11
English Learners < < < < < < < < < < 100 0
Military Connected 24 59 83 17 23 63 86 14 31 58 90 10
Grade 8 Science Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2023-2024 2024-2025 2025-2026
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 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 44 42 86 14 37 50 86 14 37 50 87 13
Female 40 45 85 15 34 51 85 15 32 55 87 13
Male 47 40 87 13 39 48 87 13 41 46 87 13
American Indian < < 100 0
Asian 73 18 91 9 < < < < 38 46 85 15
Black 12 55 67 33 18 56 74 26 39 36 75 25
Hispanic 41 41 81 19 31 50 81 19 47 45 92 8
Native Hawaiian < < 100 0 < < 100 0
White 48 43 91 9 42 49 91 9 36 52 88 12
Multiple Races 54 36 89 11 48 37 85 15 29 62 91 9
Students with Disabilities 29 40 69 31 18 46 64 36 13 42 55 45
Students without Disabilities 47 43 90 10 41 50 91 9 40 51 91 9
Economically Disadvantaged 19 48 68 32 14 62 76 24 34 39 73 27
Not Economically Disadvantaged 48 42 89 11 41 47 88 12 38 53 90 10
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 52 43 95 5 38 47 86 14 39 51 90 10
VA Studies Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 44 42 86 14 37 50 86 14 37 50 87 13
Female 40 45 85 15 34 51 85 15 32 55 87 13
Male 47 40 87 13 39 48 87 13 41 46 87 13
American Indian < < 100 0
Asian 73 18 91 9 < < < < 38 46 85 15
Black 12 55 67 33 18 56 74 26 39 36 75 25
Hispanic 41 41 81 19 31 50 81 19 47 45 92 8
Native Hawaiian < < 100 0 < < 100 0
White 48 43 91 9 42 49 91 9 36 52 88 12
Multiple Races 54 36 89 11 48 37 85 15 29 62 91 9
Students with Disabilities 29 40 69 31 18 46 64 36 13 42 55 45
Students without Disabilities 47 43 90 10 41 50 91 9 40 51 91 9
Economically Disadvantaged 19 48 68 32 14 62 76 24 34 39 73 27
Not Economically Disadvantaged 48 42 89 11 41 47 88 12 38 53 90 10
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected 52 43 95 5 38 47 86 14 39 51 90 10
VA & US History Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2023-2024 2024-2025 2025-2026
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2023-2024 2024-2025 2025-2026
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

2023-20242024-20252025-2026
School---
Division853621
State6,3614,5591,714
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
2023-20242024-20252025-2026
Pre-kindergarten383030
Kindergarten168142179
Grade 1216197161
Grade 2221216197
Grade 3257238220
Grade 4210260227
Grade 5238224258
Total Enrollment1,3481,3071,272

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

Fall Membership by Student Group

Fall Membership By Student Group:

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 2023-20242024-20252025-2026
All Students134813071272
Female667643624
Male680663648
American Indian333
Asian484248
Black205215208
Hispanic155159159
Native Hawaiian442
White768728681
Multiple Races165156171
Students with Disabilities246211172
Students without Disabilities110210961100
Economically Disadvantaged141193185
Not Economically Disadvantaged120711141087
English Learners313633
Not English Learners131712711239
Military Connected546494452
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
2023-2024 2024-2025 2025-2026
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,227801,235551,18257
Female614376112557825
Male612436243060432
American Indian<<<<<<
Asian462372433
Black185151941518817
Hispanic146715171478
Native Hawaiian<<<<<<
White698446912663927
Multiple Races1451215641602
Students with Disabilities192112021720215
Economically Disadvantaged191271882221426
English Learners324302333
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2024-2025 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

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-20242024-20252025-2026
Behaviors that Impede Academic Progress281215
Behaviors related to School Operations421019
Relationship Behaviors without Physical Harm574337
Behaviors of a Safety Concern1479296
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others103152

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2023-20242024-20252025-2026
In-School Suspension 68 2 1
Out-of-School Suspension 106 85 94
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 4 0 1
Bus Suspension 40 25 17

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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 1515.315.7
< = 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
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 30.932.534.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2023-20242024-20252025-2026
  PercentagePercentagePercentage
All Students 51.858.356.4
< = 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: 2025-2026

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2023-202444%49%1%6%
2024-202547%48%1%4%
2025-202648%48%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2025-2026 Data Used for Required Federal Reporting: Not Identified for Support and Improvement

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students87%83%88%
Asian90%91%88%
Black74%78%88%
Hispanic92%78%88%
White89%87%88%
Multiple Races91%85%88%
Economically Disadvantaged76%78%88%
English Learners91%74%88%
Students with Disabilities58%72%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 RateAnnual TargetLong-Term Goal
All Students91%79%85%
Asian95%90%85%
Black84%73%85%
Hispanic94%73%85%
White92%83%85%
Multiple Races93%81%85%
Economically Disadvantaged82%73%85%
English Learners92%71%85%
Students with Disabilities66%69%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 Students85%
Asian<
Black73%
Hispanic87%
White86%
Multiple Races91%
Economically Disadvantaged70%
English Learners<
Students with Disabilities56%

< = 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.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress71%58%58%
English Learner Proficiency31%--

< = 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 Progress152171%
English Learner Proficiency92931%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.3%.7%99.1%.9%100%-
Asian100%-100%-<<
Black98.3%1.7%97.4%2.6%100%-
Hispanic97.7%2.3%97.7%2.3%100%-
White99.7%.3%99.7%.3%100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged97.8%2.2%97.1%2.9%100%-
Not Economically Disadvantaged99.6%.4%99.6%.4%100%-
English Learners100%-100%-<<
Students with Disabilities98.4%1.6%98.4%1.6%100%-
Students without Disabilities99.5%.5%99.3%.7%100%-
Female99.4%.6%99.4%.6%100%-
Male99.2%.8%98.9%1.1%100%-

< = 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).

Early Learning

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
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