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Greenbriar East Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-633-6400
Address: 13006 Point Pleasant Dr Fairfax, VA 22033
Principal: Ms. Linda Cohen
Superintendent: Dr. Scott S. Brabrand
School Number: 1840
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

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

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
Students with Disabilities Level Two Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 87 13 15 64 79 21 16 59 75 25
Female 22 66 88 12 18 65 84 16 23 56 79 21
Male 27 59 86 14 11 63 75 25 10 62 71 29
American Indian < < < < < < 100 0 < < 100 0
Asian 27 66 94 6 19 67 86 14 18 62 80 20
Black 17 63 80 20 10 57 67 33 7 66 73 27
Hispanic 18 59 77 23 11 58 69 31 9 58 67 33
Native Hawaiian < < < < < < < < < < < <
White 27 62 89 11 15 68 83 17 20 58 77 23
Multiple Races 20 73 93 7 19 67 85 15 25 50 75 25
Students with Disabilities 10 53 63 37 4 51 55 45 5 36 42 58
Students without Disabilities 27 64 91 9 17 67 84 16 18 63 81 19
Economically Disadvantaged 19 62 80 20 11 62 73 27 12 51 63 37
Not Economically Disadvantaged 26 63 89 11 17 65 82 18 18 62 80 20
English Learners 21 61 82 18 - 47 47 53 4 31 34 66
Homeless < < 100 0 < < < < < < < <
Military Connected 6 69 75 25 11 67 78 22
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 15 65 80 20 9 60 69 31 11 53 64 36
Female 15 67 82 18 11 61 73 27 16 51 67 33
Male 17 60 77 23 7 59 66 34 7 55 61 39
Asian 17 74 90 10 11 68 79 21 17 47 63 37
Black < < < < 13 50 63 38 - 71 71 29
Hispanic 9 59 68 32 5 32 36 64 8 38 46 54
Native Hawaiian < < < < < < < <
White 19 61 80 20 8 69 76 24 13 60 73 27
Multiple Races < < 100 0 15 69 85 15 < < < <
Students with Disabilities 11 50 61 39 13 31 44 56 4 24 28 72
Students without Disabilities 16 67 83 17 9 64 73 27 13 59 72 28
Economically Disadvantaged 9 64 73 27 9 53 63 38 8 46 54 46
Not Economically Disadvantaged 18 65 82 18 9 62 71 29 12 56 68 32
English Learners 10 65 75 25 - 36 36 64 3 24 27 73
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < < <
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 62 85 15 13 69 82 18 16 59 75 25
Female 23 64 87 13 15 74 89 11 23 54 77 23
Male 23 60 83 17 10 62 72 28 10 63 73 27
Asian 29 67 96 4 17 71 88 12 15 54 69 31
Black 9 64 73 27 < < 100 0 6 76 82 18
Hispanic 11 59 70 30 5 65 70 30 13 57 70 30
White 28 65 93 8 12 69 80 20 19 63 81 19
Multiple Races < < < < < < 100 0 27 40 67 33
Students with Disabilities 6 47 53 47 - 50 50 50 12 47 59 41
Students without Disabilities 26 65 91 9 15 73 88 12 17 61 78 22
Economically Disadvantaged 16 56 72 28 6 72 78 22 6 53 59 41
Not Economically Disadvantaged 25 64 89 11 16 68 84 16 20 61 80 20
English Learners 13 66 79 21 - 59 59 41 - 42 42 58
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 65 94 6 21 59 80 20 17 61 78 22
Female 23 68 92 8 25 57 82 18 21 58 79 21
Male 34 62 96 4 18 61 78 22 10 66 76 24
Asian 27 67 93 7 21 67 88 13 20 71 90 10
Black 18 64 82 18 8 46 54 46 < < < <
Hispanic 36 57 93 7 19 67 85 15 - 59 59 41
Native Hawaiian < < 100 0 < < < <
White 31 65 96 4 27 54 81 19 18 57 75 25
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 14 64 79 21 - 45 45 55 - 20 20 80
Students without Disabilities 30 66 96 4 27 62 89 11 19 67 86 14
Economically Disadvantaged 26 67 93 7 16 53 69 31 11 57 68 32
Not Economically Disadvantaged 29 65 94 6 24 61 85 15 19 63 82 18
English Learners 26 66 91 9 - 43 43 57 - 35 35 65
Homeless < < 100 0
Military Connected < < < < < < < <
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
All Students 33 58 91 9 18 69 87 13 23 63 86 14
Female 31 62 93 7 23 67 90 10 30 62 92 8
Male 35 55 89 11 12 72 83 17 14 65 80 20
American Indian < < 100 0
Asian 41 56 97 3 28 62 90 10 19 73 92 8
Black 29 64 93 7 7 67 73 27 8 54 62 38
Hispanic 25 60 85 15 14 68 82 18 13 79 92 8
White 34 56 90 10 17 77 94 6 35 49 84 16
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 11 53 63 37 6 76 82 18 5 55 60 40
Students without Disabilities 37 60 97 3 19 68 87 13 27 65 92 8
Economically Disadvantaged 26 59 85 15 13 68 82 18 25 47 72 28
Not Economically Disadvantaged 35 58 93 7 20 70 89 11 22 70 92 8
English Learners 35 49 84 16 < < < < 18 18 36 64
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 25 59 84 16 18 59 77 23 16 67 83 17
Female 20 63 83 17 19 61 80 20 17 66 83 17
Male 32 53 85 15 16 57 73 27 15 67 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 35 57 93 7 32 57 89 11 21 72 93 7
Black 12 61 73 27 6 47 53 47 9 68 77 23
Hispanic 13 61 74 26 9 52 60 40 11 64 76 24
Native Hawaiian < < < < < < < < < < < <
White 27 59 85 15 16 66 82 18 16 66 82 18
Multiple Races 33 40 73 27 15 69 85 15 22 63 84 16
Students with Disabilities 9 31 40 60 4 30 34 66 6 42 48 52
Students without Disabilities 28 63 91 9 20 64 85 15 18 71 89 11
Economically Disadvantaged 16 57 73 27 9 59 68 32 12 62 74 26
Not Economically Disadvantaged 29 59 88 12 21 59 81 19 18 69 86 14
English Learners 19 60 79 21 9 56 65 35 5 63 69 31
Homeless < < 100 0 < < < < < < 100 0
Military Connected 25 50 75 25 11 67 78 22
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 11 61 73 27 8 60 68 32 8 73 81 19
Female 8 63 71 29 8 63 71 29 10 71 81 19
Male 16 59 76 24 9 57 66 34 6 74 81 19
Asian 19 70 88 12 10 67 77 23 13 77 90 10
Black < < < < - 59 59 41 - 82 82 18
Hispanic 9 36 45 55 5 32 36 64 8 64 72 28
Native Hawaiian < < < < < < < <
White 9 65 75 25 8 66 74 26 9 73 82 18
Multiple Races < < < < 23 69 92 8 < < < <
Students with Disabilities 6 33 39 61 6 31 38 63 4 48 52 48
Students without Disabilities 12 66 78 22 9 64 72 28 9 78 87 13
Economically Disadvantaged 3 55 58 42 3 61 64 36 5 64 69 31
Not Economically Disadvantaged 14 64 78 22 10 60 70 30 9 76 85 15
English Learners 8 58 66 34 3 45 48 52 3 57 59 41
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 51 84 16 30 55 85 15 18 74 91 9
Female 21 63 84 16 29 58 87 13 16 73 89 11
Male 44 40 84 16 31 51 82 18 19 75 94 6
Asian 64 32 96 4 47 47 93 7 19 74 93 7
Black 9 55 64 36 < < < < 12 76 88 12
Hispanic 7 69 76 24 10 65 75 25 9 74 83 17
White 33 55 88 12 25 62 87 13 16 79 95 5
Multiple Races < < < < < < < < 40 53 93 7
Students with Disabilities 6 18 24 76 6 39 44 56 18 59 76 24
Students without Disabilities 37 57 95 5 34 58 92 8 18 76 94 6
Economically Disadvantaged 25 50 75 25 11 65 76 24 9 76 85 15
Not Economically Disadvantaged 35 52 87 13 38 51 89 11 21 73 93 7
English Learners 29 50 79 21 16 63 78 22 4 92 96 4
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < < <
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 31 59 89 11 18 53 71 29 12 61 74 26
Female 27 65 92 8 22 49 71 29 10 66 76 24
Male 35 51 86 14 13 58 71 29 16 55 71 29
Asian 34 59 94 6 42 50 92 8 17 76 93 7
Black 18 55 73 27 - 46 46 54 < < < <
Hispanic 25 63 88 13 7 52 59 41 6 53 59 41
Native Hawaiian < < 100 0 < < < <
White 33 57 90 10 16 59 76 24 12 56 67 33
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 21 29 50 50 - 14 14 86 - 27 27 73
Students without Disabilities 32 63 95 5 22 64 86 14 14 66 80 20
Economically Disadvantaged 13 63 77 23 12 48 61 39 11 58 68 32
Not Economically Disadvantaged 37 57 94 6 20 55 76 24 13 63 76 24
English Learners 15 69 85 15 - 53 53 47 - 56 56 44
Homeless < < 100 0
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 71 89 11 12 69 80 20 23 60 83 17
Female 11 76 87 13 12 77 88 12 26 60 86 14
Male 23 67 90 10 12 60 72 28 20 59 80 20
Asian 13 78 91 9 16 76 92 8 29 65 94 6
Black 8 75 83 17 - 43 43 57 15 38 54 46
Hispanic 11 79 89 11 11 58 68 32 17 67 83 17
White 26 64 90 10 15 75 90 10 31 53 84 16
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 44 44 56 6 38 44 56 5 30 35 65
Students without Disabilities 21 78 99 1 13 74 87 13 28 68 96 4
Economically Disadvantaged 21 62 83 17 11 58 69 31 21 52 72 28
Not Economically Disadvantaged 16 75 91 9 12 74 86 14 25 63 88 12
English Learners 21 66 87 13 < < 100 0 23 38 62 38
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 85 15 100 0 37 63 100 0 59 41 100 0
Female 92 8 100 0 40 60 100 0 73 27 100 0
Male < < 100 0 < < 100 0 < < 100 0
American Indian < < 100 0
Asian 82 18 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 84 16 100 0 39 61 100 0 59 41 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 89 11 100 0 44 56 100 0 57 43 100 0
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 23 63 86 14 5 76 80 20 7 63 70 30
Female 18 68 87 13 5 73 79 21 10 61 71 29
Male 29 56 85 15 4 78 82 18 4 65 69 31
Asian 28 53 81 19 8 88 96 4 10 83 93 8
Black 9 64 73 27 - 54 54 46 < < < <
Hispanic 21 50 71 29 7 67 74 26 - 41 41 59
Native Hawaiian < < < < < < < <
White 25 71 96 4 3 84 86 14 8 56 63 37
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 64 64 36 - 45 45 55 - 20 20 80
Students without Disabilities 27 62 89 11 6 84 89 11 8 69 77 23
Economically Disadvantaged 3 66 69 31 3 66 69 31 3 51 54 46
Not Economically Disadvantaged 30 61 92 8 5 80 85 15 10 68 77 23
English Learners 11 57 68 32 - 57 57 43 6 47 53 47
Homeless < < 100 0
Military Connected < < < < < < < <
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 23 63 86 14 5 76 80 20 7 63 70 30
Female 18 68 87 13 5 73 79 21 10 61 71 29
Male 29 56 85 15 4 78 82 18 4 65 69 31
Asian 28 53 81 19 8 88 96 4 10 83 93 8
Black 9 64 73 27 - 54 54 46 < < < <
Hispanic 21 50 71 29 7 67 74 26 - 41 41 59
Native Hawaiian < < < < < < < <
White 25 71 96 4 3 84 86 14 8 56 63 37
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 64 64 36 - 45 45 55 - 20 20 80
Students without Disabilities 27 62 89 11 6 84 89 11 8 69 77 23
Economically Disadvantaged 3 66 69 31 3 66 69 31 3 51 54 46
Not Economically Disadvantaged 30 61 92 8 5 80 85 15 10 68 77 23
English Learners 11 57 68 32 - 57 57 43 6 47 53 47
Homeless < < 100 0
Military Connected < < < < < < < <
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 29 65 94 6 27 58 85 15 29 62 90 10
Female 25 73 98 2 29 54 82 18 27 60 87 13
Male 33 57 89 11 25 65 90 10 31 63 94 6
Asian 45 55 100 0 31 66 97 3 24 67 90 10
Black 10 80 90 10 < < 100 0 38 56 94 6
Hispanic 26 70 96 4 10 50 60 40 13 73 87 13
White 26 66 92 8 30 55 84 16 29 66 95 5
Multiple Races < < < < < < < < 43 36 79 21
Students with Disabilities 20 50 70 30 15 62 77 23 18 45 64 36
Students without Disabilities 30 67 97 3 29 58 87 13 30 63 94 6
Economically Disadvantaged 19 76 95 5 17 67 83 17 15 65 80 20
Not Economically Disadvantaged 32 62 93 7 31 56 86 14 32 61 93 7
English Learners 20 77 97 3 < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 65 94 6 27 58 85 15 29 61 90 10
Female 25 73 98 2 29 54 82 18 27 60 87 13
Male 33 57 89 11 25 65 90 10 31 63 94 6
Asian 45 55 100 0 31 66 97 3 24 67 90 10
Black 10 80 90 10 < < 100 0 38 56 94 6
Hispanic 26 70 96 4 10 50 60 40 14 71 86 14
White 26 66 92 8 30 55 84 16 29 66 95 5
Multiple Races < < < < < < < < 43 36 79 21
Students with Disabilities 20 50 70 30 15 62 77 23 20 40 60 40
Students without Disabilities 30 67 97 3 29 58 87 13 30 63 94 6
Economically Disadvantaged 19 76 95 5 17 67 83 17 16 63 79 21
Not Economically Disadvantaged 32 62 93 7 31 56 86 14 32 61 93 7
English Learners 20 77 97 3 < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ 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
< = 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
School141417
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten413434
Kindergarten108130137
Grade 1160105124
Grade 2160154116
Grade 3134138126
Grade 4132123135
Grade 5109127126
Grade 6120111125
Total Students964922923

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students964922923
Female469467459
Male495455464
American Indian342
Asian277255231
Black888794
Hispanic171161157
Native Hawaiian544
White377366378
Multiple Races434557
Students with Disabilities150151140
Students without Disabilities814771783
Economically Disadvantaged232251238
Not Economically Disadvantaged732671685
English Learners327329320
Not English Learners637593603
Homeless335
Military Connected332417
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

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 Students855828507384163
Female438414223642637
Male417414283741526
American Indian<<<<<<
Asian262132461523014
Black782913885
Hispanic151181491314214
Native Hawaiian<<<<<<
White322443173632627
Multiple Races344405473
Students with Disabilities96161121710715
Economically Disadvantaged208202172422223
English Learners327302913230726
Homeless<<<<73
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 13
Other Offenses Against Persons <
Weapons Offenses <
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 Indian0.30.30.4
Asian29.128.727.715.4
Black8.9209.118.29.47.7
Hispanic17.217.736.417.523.1
Native Hawaiian0.6200.59.10.4
White40.36039.127.339.730.8
Multiple Races3.64.59.14.923.1
< = 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 Indian0.30.30.4
Asian29.128.727.7
Black8.99.19.4
Hispanic17.217.717.5
Native Hawaiian0.60.50.4
White40.339.139.7
Multiple Races3.64.54.9
< = 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 Indian0.30.30.4
Asian29.128.727.7
Black8.99.19.4
Hispanic17.217.717.5
Native Hawaiian0.60.50.4
White40.339.139.7
Multiple Races3.64.54.9
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 202423.8
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 3030.326.7
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 80.77475.4
< = 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.

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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201730%68%0%2%
2017-201833%66%0%1%
2018-201937%61%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianNoYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesNo-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

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 Students76%80%73%75%
Asian80%86%87%75%
Black73%73%60%75%
Hispanic68%70%63%75%
White77%83%81%75%
Economically Disadvantaged63%71%62%75%
English Learners66%72%53%75%
Students with Disabilities42%52%39%75%

< = 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 Students82%81%74%70%
Asian93%91%89%70%
Black77%68%60%70%
Hispanic76%70%64%70%
White80%82%81%70%
Economically Disadvantaged72%70%63%70%
English Learners78%77%57%70%
Students with Disabilities48%40%42%70%

< = 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 Students69%
Asian90%
Black<
Hispanic41%
White60%
Economically Disadvantaged50%
English Learners62%
Students with Disabilities20%

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students79%84%
Asian80%93%
Black73%82%
Hispanic75%80%
White81%81%
Economically Disadvantaged69%76%
English Learners73%81%
Students with Disabilities44%58%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students7%8%9%10%
Asian6%5%5%10%
Black5%4%9%10%
Hispanic9%9%9%10%
White8%10%9%10%
Economically Disadvantaged9%9%13%10%
English Learners8%9%8%10%
Students with Disabilities12%13%14%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 Progress71%46%58%
English Learner Proficiency20%--

< = 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 Progress9914071%
English Learner Proficiency4522720%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%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).

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
Public Preschool​
School 18%
Division 22%
State 33%

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​​​
School %
Division 64%
State 81%
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