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Greenbrier Intermediate

General school information

Category: Elementary (03-05) School
Phone: 757-578-7080
Address: 1701 River Birch Run N Chesapeake, VA 23320
Principal: Mr. Keith C. Hyater
Superintendent: Dr. Jared A. Cotton
School Number: 870
Region: 2
Division: Chesapeake City Public Schools
Division Number: 136
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 57 74 26 17 57 74 26 17 54 71 29
Female 18 62 80 20 19 61 79 21 19 56 75 25
Male 14 53 67 33 16 53 69 31 15 52 67 33
American Indian < < < < < < < < < < < <
Asian 33 54 88 13 27 67 95 5 28 66 94 6
Black 12 54 66 34 10 55 65 35 8 50 58 42
Hispanic 15 59 75 25 18 55 74 26 8 60 68 32
Native Hawaiian < < 100 0
White 19 58 77 23 23 53 76 24 26 49 75 25
Multiple Races 9 66 76 24 8 75 83 17 11 67 79 21
Students with Disabilities 9 31 41 59 7 36 43 57 13 32 45 55
Students without Disabilities 18 64 82 18 21 63 84 16 18 61 80 20
Economically Disadvantaged 10 53 63 37 10 54 64 36 11 50 61 39
Not Economically Disadvantaged 19 59 78 22 21 58 79 21 20 56 76 24
English Learners 26 59 85 15 9 45 55 45 5 60 65 35
Military Connected 18 61 79 21 20 56 76 24
Foster Care < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 69 31 16 54 70 30 15 50 65 35
Female 11 65 76 24 16 61 77 23 18 52 70 30
Male 13 51 63 37 16 49 65 35 13 47 60 40
American Indian < < 100 0 < < 100 0
Asian 28 61 89 11 19 67 86 14 19 75 94 6
Black 8 51 59 41 9 48 58 42 10 42 52 48
Hispanic 16 53 68 32 20 52 72 28 4 50 54 46
Native Hawaiian < < 100 0
White 14 58 72 28 21 51 72 28 21 47 68 32
Multiple Races 3 66 69 31 7 75 82 18 20 60 80 20
Students with Disabilities 9 30 39 61 11 29 39 61 12 24 36 64
Students without Disabilities 13 66 79 21 18 62 80 20 17 59 75 25
Economically Disadvantaged 9 47 56 44 10 50 60 40 13 44 57 43
Not Economically Disadvantaged 13 61 74 26 18 56 75 25 16 52 69 31
English Learners 19 75 94 6 9 36 45 55 < < < <
Military Connected 21 53 74 26 21 50 71 29
Foster Care < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 61 78 22 12 59 71 29 19 57 76 24
Female 18 63 82 18 15 62 76 24 22 60 82 18
Male 14 59 74 26 10 57 66 34 17 54 71 29
Asian 33 56 89 11 20 80 100 0 28 61 89 11
Black 10 58 68 32 8 53 61 39 7 54 61 39
Hispanic 14 68 82 18 17 50 67 33 11 67 78 22
White 19 63 82 18 16 59 75 25 33 48 82 18
Multiple Races 23 68 91 9 4 72 76 24 - 83 83 17
Students with Disabilities 8 37 45 55 3 45 48 52 22 31 53 47
Students without Disabilities 19 68 87 13 15 64 80 20 18 65 83 17
Economically Disadvantaged 13 57 70 30 6 54 60 40 12 54 66 34
Not Economically Disadvantaged 18 64 82 18 16 62 78 22 22 58 80 20
English Learners < < < < < < < < < < < <
Military Connected 11 63 74 26 13 68 80 20
Foster Care < < < <
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 20 54 73 27 23 57 81 19 17 55 72 28
Female 23 58 81 19 24 59 83 17 17 57 74 26
Male 16 49 64 36 23 55 77 23 16 54 70 30
American Indian < < < < < < < < < < < <
Asian 42 42 83 17 42 58 100 0 38 63 100 0
Black 17 52 69 31 13 61 74 26 8 54 62 38
Hispanic 17 57 73 27 18 64 82 18 12 65 76 24
White 24 53 77 23 34 48 81 19 22 53 76 24
Multiple Races 4 65 70 30 17 78 94 6 15 58 73 27
Students with Disabilities 11 27 38 62 8 31 39 61 7 42 48 52
Students without Disabilities 21 59 80 20 28 64 91 9 20 60 80 20
Economically Disadvantaged 8 55 63 37 14 58 71 29 7 53 60 40
Not Economically Disadvantaged 24 53 77 23 28 57 85 15 21 56 77 23
English Learners 29 57 86 14 < < < < < < < <
Military Connected 23 67 90 10 30 48 77 23
Foster Care < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 55 69 31 16 56 72 28 19 60 80 20
Female 12 60 73 27 13 59 72 28 16 65 81 19
Male 15 50 65 35 19 54 72 28 22 56 78 22
American Indian < < 100 0 < < < < < < < <
Asian 35 61 96 4 47 45 93 7 45 51 96 4
Black 6 48 54 46 5 54 58 42 8 60 67 33
Hispanic 7 62 69 31 5 68 72 28 17 58 75 25
Native Hawaiian < < 100 0
White 18 59 77 23 22 56 78 22 25 61 86 14
Multiple Races 16 51 67 33 15 66 82 18 17 67 84 16
Students with Disabilities 7 32 39 61 7 37 44 56 15 45 60 40
Students without Disabilities 16 61 77 23 19 62 81 19 21 66 86 14
Economically Disadvantaged 7 46 52 48 8 54 61 39 12 58 71 29
Not Economically Disadvantaged 17 59 76 24 20 57 77 23 23 61 84 16
English Learners 26 55 81 19 5 55 59 41 20 55 75 25
Military Connected 21 59 80 20 21 62 83 17
Foster Care < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 57 72 28 13 55 68 32 14 61 75 25
Female 10 65 76 24 11 56 68 32 12 61 73 27
Male 18 50 69 31 15 53 68 32 17 61 77 23
American Indian < < 100 0 < < 100 0
Asian 37 63 100 0 29 62 90 10 25 69 94 6
Black 2 50 52 48 3 50 53 47 8 53 61 39
Hispanic 16 47 63 37 8 52 60 40 11 50 61 39
Native Hawaiian < < 100 0
White 19 64 83 17 18 56 74 26 15 67 82 18
Multiple Races 13 50 63 37 11 61 71 29 25 60 85 15
Students with Disabilities 9 42 51 49 11 30 41 59 15 37 53 47
Students without Disabilities 17 62 79 21 14 62 76 24 13 69 83 17
Economically Disadvantaged 7 45 52 48 10 49 59 41 11 52 63 37
Not Economically Disadvantaged 18 62 80 20 14 57 72 28 16 65 81 19
English Learners 26 53 79 21 9 45 55 45 < < < <
Military Connected 17 57 74 26 15 67 81 19
Foster Care < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 55 69 31 18 57 76 24 28 57 86 14
Female 12 58 70 30 14 64 77 23 25 64 89 11
Male 15 53 68 32 22 52 74 26 31 52 82 18
Asian 33 61 94 6 60 40 100 0 72 22 94 6
Black 7 49 56 44 7 55 62 38 9 65 74 26
Hispanic - 64 64 36 6 72 78 22 22 59 81 19
White 18 58 76 24 25 56 81 19 38 55 92 8
Multiple Races 24 57 81 19 12 72 84 16 17 71 88 13
Students with Disabilities 6 27 33 67 5 51 56 44 20 53 73 27
Students without Disabilities 16 63 78 22 23 60 83 17 31 59 90 10
Economically Disadvantaged 5 46 51 49 6 59 65 35 20 62 82 18
Not Economically Disadvantaged 17 60 77 23 26 57 82 18 31 56 87 13
English Learners < < < < < < < < < < < <
Military Connected 24 57 80 20 23 61 84 16
Foster Care < < < <
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 13 53 67 33 16 57 73 27 16 63 78 22
Female 15 59 74 26 14 57 71 29 12 71 83 17
Male 12 46 58 42 19 56 75 25 19 55 74 26
American Indian < < 100 0 < < < < < < < <
Asian 33 58 92 8 58 32 89 11 35 65 100 0
Black 9 46 54 46 4 55 59 41 6 60 67 33
Hispanic 7 70 77 23 - 82 82 18 18 71 88 12
White 17 54 71 29 24 55 79 21 21 62 83 17
Multiple Races 14 45 59 41 28 67 94 6 12 69 81 19
Students with Disabilities 6 22 28 72 6 27 33 67 10 45 55 45
Students without Disabilities 15 59 74 26 19 64 83 17 18 69 87 13
Economically Disadvantaged 7 47 53 47 8 53 61 39 7 62 68 32
Not Economically Disadvantaged 16 55 71 29 20 58 78 22 20 63 83 17
English Learners 21 64 86 14 < < < < < < < <
Military Connected 23 63 85 15 27 58 84 16
Foster Care < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 60 84 16 21 62 83 17 19 55 75 25
Female 23 64 87 13 21 61 83 17 15 60 75 25
Male 27 54 81 19 21 62 83 17 23 52 74 26
American Indian < < < < < < < < < < < <
Asian 42 50 92 8 42 58 100 0 38 63 100 0
Black 18 56 75 25 8 65 73 27 8 51 59 41
Hispanic 23 65 87 13 23 64 86 14 24 65 88 12
White 30 59 89 11 30 56 86 14 26 56 81 19
Multiple Races 17 74 91 9 22 78 100 0 19 58 77 23
Students with Disabilities 8 49 57 43 2 51 53 47 5 45 50 50
Students without Disabilities 28 62 89 11 26 64 90 10 24 59 84 16
Economically Disadvantaged 16 63 79 21 11 60 71 29 11 53 64 36
Not Economically Disadvantaged 28 58 86 14 26 62 88 12 23 56 79 21
English Learners 27 53 80 20 < < < < < < < <
Military Connected 27 58 85 15 30 52 82 18
Foster Care < < < <
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 25 60 84 16 21 62 83 17 19 55 75 25
Female 23 64 87 13 21 61 83 17 15 60 75 25
Male 27 54 81 19 21 62 83 17 23 52 74 26
American Indian < < < < < < < < < < < <
Asian 42 50 92 8 42 58 100 0 38 63 100 0
Black 18 56 75 25 8 65 73 27 8 51 59 41
Hispanic 23 65 87 13 23 64 86 14 24 65 88 12
White 30 59 89 11 30 56 86 14 26 56 81 19
Multiple Races 17 74 91 9 22 78 100 0 19 58 77 23
Students with Disabilities 8 49 57 43 2 51 53 47 5 45 50 50
Students without Disabilities 28 62 89 11 26 64 90 10 24 59 84 16
Economically Disadvantaged 16 63 79 21 11 60 71 29 11 53 64 36
Not Economically Disadvantaged 28 58 86 14 26 62 88 12 23 56 79 21
English Learners 27 53 80 20 < < < < < < < <
Military Connected 27 58 85 15 30 52 82 18
Foster Care < < < <
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 45 48 93 7 47 43 90 10 40 44 84 16
Female 46 47 93 7 49 40 89 11 38 48 85 15
Male 43 50 92 8 44 47 91 9 43 40 83 17
American Indian < < < < < < < < < < < <
Asian 67 33 100 0 84 16 100 0 75 25 100 0
Black 39 50 89 11 28 59 87 13 25 54 79 21
Hispanic 41 55 97 3 64 32 95 5 35 53 88 12
White 47 48 95 5 56 33 89 11 49 36 85 15
Multiple Races 48 43 91 9 50 50 100 0 42 46 88 13
Students with Disabilities 16 65 81 19 16 57 73 27 17 50 67 33
Students without Disabilities 50 45 95 5 55 40 95 5 49 41 91 9
Economically Disadvantaged 25 66 90 10 26 56 82 18 28 48 76 24
Not Economically Disadvantaged 52 42 94 6 57 37 94 6 46 42 88 12
English Learners 43 50 93 7 < < < < < < < <
Military Connected 69 29 98 2 43 45 89 11
Foster Care < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 46 47 93 7 47 43 90 10 41 44 85 15
Female 46 46 93 7 49 40 89 11 37 48 85 15
Male 44 48 93 7 46 46 91 9 44 40 84 16
American Indian < < < < < < < < < < < <
Asian 67 33 100 0 84 16 100 0 75 25 100 0
Black 41 49 90 10 28 58 86 14 24 55 79 21
Hispanic 41 55 97 3 64 32 95 5 40 53 93 7
White 47 47 95 5 57 32 89 11 49 36 86 14
Multiple Races 48 43 91 9 50 50 100 0 42 46 88 13
Students with Disabilities 17 63 80 20 17 54 71 29 16 52 68 32
Students without Disabilities 50 45 95 5 55 40 95 5 49 41 91 9
Economically Disadvantaged 25 65 90 10 27 55 81 19 29 48 77 23
Not Economically Disadvantaged 53 41 94 6 57 37 94 6 46 42 88 12
English Learners 43 50 93 7 < < < < < < 100 0
Military Connected 69 29 98 2 45 45 90 10
Foster Care < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School2--
Division273254
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Grade 3231239208
Grade 4224218213
Grade 5217226217
Total Students672683638

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students672683638
Female319340324
Male353343314
American Indian221
Asian514445
Black204192202
Hispanic717864
Native Hawaiian112
White272285242
Multiple Races718182
Students with Disabilities178154140
Students without Disabilities494529498
Economically Disadvantaged241232215
Not Economically Disadvantaged431451423
English Learners393130
Not English Learners633652608
Military Connected153159136
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students686426804263048
Female347153261930021
Male339273542333027
American Indian<<<<<<
Asian520551502
Black2231223281987
Hispanic666651657
Native Hawaiian<<--<<
White270202552624527
Multiple Races733676695
Students with Disabilities142171581917022
Economically Disadvantaged241272382822327
English Learners442451362
Homeless<<<<--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 25
Other Offenses Against Persons <
All Other Offenses <
Property 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 Indian0.10.72.40.3
Asian7.37.57.6
Black31.629.232.841.530.442.9
Hispanic10.216.78.67.310.67.1
Native Hawaiian0.1--0.1
White40.654.239.841.540.546.4
Multiple Races9.910.77.310.63.6
< = 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 Indian0.10.70.3
Asian7.37.57.6
Black31.632.830.4
Hispanic10.28.610.6
Native Hawaiian0.10.1
White40.639.840.5
Multiple Races9.910.710.6
< = 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 Indian0.10.70.3
Asian7.37.57.6
Black31.632.830.4
Hispanic10.28.610.6
Native Hawaiian0.1--0.1
White40.639.840.5
Multiple Races9.910.710.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 35.636.434.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 3225.223.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 56.450.348.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201818%69%2%11%
2018-201926%68%2%4%
2019-202025%71%2%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

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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