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Gunston Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-541-3600
Address: 10100 Gunston Rd Lorton, VA 22079
Principal: Mrs. JoVon Rogers
Superintendent: Dr. Scott S. Brabrand
School Number: 690
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 One 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 21 62 83 17 19 59 77 23 18 61 80 20
Female 21 65 86 14 19 60 79 21 20 64 84 16
Male 21 60 80 20 19 57 76 24 17 58 75 25
American Indian < < 100 0
Asian 32 61 92 8 21 59 79 21 12 63 76 24
Black 10 66 75 25 18 62 79 21 16 61 77 23
Hispanic 22 58 80 20 15 45 60 40 15 61 76 24
White 26 62 88 12 18 69 87 13 23 62 85 15
Multiple Races 28 61 89 11 41 47 88 12 32 53 84 16
Students with Disabilities 19 33 52 48 21 33 55 45 21 42 63 37
Students without Disabilities 21 67 88 12 18 63 81 19 18 64 82 18
Economically Disadvantaged 15 57 72 28 11 53 64 36 10 59 68 32
Not Economically Disadvantaged 24 65 89 11 23 62 86 14 24 63 86 14
English Learners 21 65 86 14 6 32 38 62 7 43 50 50
Homeless < < < < < < 100 0 < < < <
Military Connected 35 47 82 18 33 50 83 18
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 14 70 84 16 12 54 66 34 13 44 57 43
Female 12 77 88 12 14 46 60 40 19 38 56 44
Male 18 63 80 20 9 63 72 28 8 50 58 42
Asian < < 100 0 - 73 73 27 < < < <
Black 7 74 81 19 13 67 80 20 - 43 43 57
Hispanic 18 59 77 23 5 36 41 59 23 23 46 54
White 14 71 86 14 20 53 73 27 17 57 73 27
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 30 30 70
Students without Disabilities 12 77 89 11 9 60 69 31 15 47 62 38
Economically Disadvantaged 14 64 79 21 6 47 53 47 4 36 40 60
Not Economically Disadvantaged 15 73 87 13 17 60 77 23 18 49 67 33
English Learners 15 70 85 15 5 36 41 59 - 25 25 75
Homeless < < 100 0 < < < <
Military Connected < < < < 29 41 71 29
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 56 73 27 22 59 81 19 20 71 91 9
Female 23 58 81 19 20 65 85 15 21 67 88 12
Male 13 55 68 33 23 53 77 23 19 75 94 6
American Indian < < 100 0
Asian 20 50 70 30 < < 100 0 10 60 70 30
Black 4 57 61 39 25 54 79 21 28 61 89 11
Hispanic 20 70 90 10 23 41 64 36 11 89 100 0
White 18 59 76 24 5 86 90 10 29 64 93 7
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 33 8 42 58 40 60 100 0
Students without Disabilities 17 59 76 24 20 68 87 13 16 73 89 11
Economically Disadvantaged 8 50 58 42 23 46 69 31 17 70 87 13
Not Economically Disadvantaged 21 60 81 19 21 65 86 14 23 71 94 6
English Learners 17 50 67 33 7 43 50 50 11 67 78 22
Homeless < < < < < < 100 0 < < 100 0
Military Connected 29 36 64 36 < < 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 25 60 85 15 15 60 75 25 22 64 86 14
Female 22 62 84 16 19 65 85 15 16 77 93 7
Male 29 58 87 13 12 56 68 32 29 50 79 21
Asian < < 100 0 10 60 70 30 33 58 92 8
Black 14 62 76 24 13 63 75 25 24 64 88 12
Hispanic 25 50 75 25 - 50 50 50 19 57 76 24
White 31 59 91 9 24 65 88 12 10 80 90 10
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 20 40 60 40 < < < < 40 10 50 50
Students without Disabilities 26 63 89 11 17 59 76 24 20 72 92 8
Economically Disadvantaged 20 52 72 28 3 61 65 35 15 58 73 27
Not Economically Disadvantaged 28 64 92 8 25 58 83 17 25 67 93 7
English Learners 18 68 86 14 < < < < < < < <
Military Connected < < 100 0 < < < <
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 27 61 88 12 25 61 86 14 18 65 83 17
Female 31 59 90 10 23 65 88 13 23 73 97 3
Male 24 63 86 14 28 58 85 15 15 60 74 26
Asian 42 58 100 0 < < < < - 83 83 17
Black 14 68 82 18 17 67 83 17 9 68 77 23
Hispanic 24 57 81 19 31 62 92 8 7 64 71 29
White 33 60 93 7 23 67 90 10 39 52 91 9
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 13 44 56 44 15 54 69 31 < < < <
Students without Disabilities 30 65 95 5 27 63 90 10 20 64 84 16
Economically Disadvantaged 19 59 78 22 16 56 72 28 3 67 70 30
Not Economically Disadvantaged 30 62 92 8 29 64 93 7 28 64 91 9
English Learners 28 68 95 5 < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < < <
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 15 67 82 18 20 61 81 19 19 70 89 11
Female 15 68 83 17 17 61 77 23 15 75 90 10
Male 14 67 81 19 22 62 85 15 23 66 89 11
American Indian < < 100 0
Asian 19 76 95 5 35 50 85 15 19 76 95 5
Black 12 68 80 20 14 63 77 23 14 66 80 20
Hispanic 13 58 70 30 15 61 76 24 12 74 86 14
White 17 70 87 13 19 67 87 13 28 69 97 3
Multiple Races 17 67 83 17 35 53 88 12 21 74 95 5
Students with Disabilities 14 48 62 38 19 36 55 45 18 50 68 32
Students without Disabilities 15 70 85 15 20 66 86 14 19 73 93 7
Economically Disadvantaged 13 55 67 33 15 59 74 26 14 67 80 20
Not Economically Disadvantaged 16 74 89 11 23 63 86 14 23 73 95 5
English Learners 19 63 81 19 19 46 65 35 9 70 80 20
Homeless < < < < < < < < < < 100 0
Military Connected 26 41 68 32 30 65 95 5
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 13 60 73 27 19 60 79 21 19 67 86 14
Female 14 58 72 28 14 58 72 28 16 72 88 13
Male 13 63 75 25 25 63 88 13 21 63 84 16
Asian < < < < 17 58 75 25 < < 100 0
Black 19 59 78 22 20 60 80 20 - 57 57 43
Hispanic 18 27 45 55 9 64 73 27 15 69 85 15
White - 90 90 10 27 60 87 13 33 63 97 3
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 70 70 30
Students without Disabilities 14 62 76 24 17 66 83 17 22 67 88 12
Economically Disadvantaged 14 32 46 54 15 58 73 27 8 64 72 28
Not Economically Disadvantaged 13 75 87 13 23 63 86 14 24 69 93 7
English Learners 25 39 64 36 13 57 70 30 - 75 75 25
Homeless < < < < < < 100 0
Military Connected < < 100 0 47 47 94 6
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 6 74 80 20 35 43 78 22 34 58 92 8
Female 4 85 88 12 30 50 80 20 25 63 88 13
Male 8 68 75 25 40 37 77 23 44 53 97 3
American Indian < < 100 0
Asian - 90 90 10 < < 100 0 20 70 90 10
Black - 70 70 30 25 46 71 29 39 50 89 11
Hispanic < < < < 32 36 68 32 24 71 94 6
White 11 78 89 11 29 57 86 14 43 50 93 7
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 33 17 50 50 40 50 90 10
Students without Disabilities 5 80 85 15 35 48 83 17 33 59 93 7
Economically Disadvantaged - 60 60 40 27 42 69 31 28 62 90 10
Not Economically Disadvantaged 10 83 93 7 39 44 82 18 40 54 94 6
English Learners - 79 79 21 29 29 57 43 18 76 94 6
Homeless < < < < < < < < < < 100 0
Military Connected 43 21 64 36 < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 52 73 27 8 69 77 23 8 71 79 21
Female 26 44 70 30 13 67 80 20 7 74 81 19
Male 14 62 76 24 4 71 75 25 10 67 76 24
Asian < < 100 0 < < 100 0 < < < <
Black 15 54 69 31 - 56 56 44 7 60 67 33
Hispanic - 80 80 20 < < < < - 67 67 33
White 32 37 68 32 < < < < 8 92 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 21 54 74 26 9 76 85 15 5 79 85 15
Economically Disadvantaged 6 67 72 28 4 76 80 20 13 57 70 30
Not Economically Disadvantaged 30 43 73 27 14 57 71 29 4 84 88 12
English Learners 21 50 71 29 < < < < < < < <
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 19 72 91 9 6 75 81 19 13 79 93 7
Female 17 81 97 3 8 65 73 28 14 84 97 3
Male 20 65 86 14 5 85 90 10 13 76 89 11
Asian < < 100 0 18 55 73 27 23 77 100 0
Black 18 73 91 9 4 83 88 13 12 77 88 12
Hispanic 14 71 86 14 - 85 85 15 5 86 90 10
White 20 70 90 10 4 76 80 20 17 78 94 6
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 7 60 67 33 7 57 64 36 < < < <
Students without Disabilities 21 74 96 4 6 79 85 15 15 83 97 3
Economically Disadvantaged 26 61 87 13 4 61 65 35 7 77 83 17
Not Economically Disadvantaged 15 78 93 7 7 81 88 12 17 81 98 2
English Learners 22 73 95 5 < < < < < < < <
Homeless < < 100 0
Military Connected < < < < 18 82 100 0
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 16 84 100 0 32 68 100 0 21 79 100 0
Female 17 83 100 0 18 82 100 0 10 90 100 0
Male 16 84 100 0 41 59 100 0 26 74 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 23 77 100 0 27 73 100 0 31 69 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 14 86 100 0 33 67 100 0 19 81 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 17 83 100 0 30 70 100 0 24 76 100 0
English Learners 20 80 100 0 < < 100 0
Military Connected < < 100 0 < < 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 24 56 80 20 6 60 66 34 27 55 82 18
Female 22 54 76 24 4 65 69 31 23 59 82 18
Male 26 58 84 16 7 56 63 37 32 50 82 18
Asian < < 100 0 - 70 70 30 38 46 85 15
Black 19 57 76 24 8 42 50 50 20 64 84 16
Hispanic 17 50 67 33 - 50 50 50 19 48 67 33
White 31 56 88 13 6 82 88 12 25 65 90 10
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 10 50 60 40 < < < < 40 20 60 40
Students without Disabilities 26 57 83 17 7 59 66 34 25 60 85 15
Economically Disadvantaged 20 44 64 36 3 39 42 58 15 44 59 41
Not Economically Disadvantaged 26 62 88 12 8 78 86 14 33 60 93 7
English Learners 18 55 73 27 < < < < < < < <
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 24 56 80 20 6 60 66 34 27 55 82 18
Female 22 54 76 24 4 65 69 31 23 59 82 18
Male 26 58 84 16 7 56 63 37 32 50 82 18
Asian < < 100 0 - 70 70 30 38 46 85 15
Black 19 57 76 24 8 42 50 50 20 64 84 16
Hispanic 17 50 67 33 - 50 50 50 19 48 67 33
White 31 56 88 13 6 82 88 12 25 65 90 10
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 10 50 60 40 < < < < 40 20 60 40
Students without Disabilities 26 57 83 17 7 59 66 34 25 60 85 15
Economically Disadvantaged 20 44 64 36 3 39 42 58 15 44 59 41
Not Economically Disadvantaged 26 62 88 12 8 78 86 14 33 60 93 7
English Learners 18 55 73 27 < < < < < < < <
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 26 52 77 23 52 41 93 7 55 41 97 3
Female 33 58 92 8 53 39 92 8 47 47 93 7
Male 21 47 68 32 51 43 95 5 64 36 100 0
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 26 39 65 35 46 39 86 14 56 39 94 6
Hispanic < < < < 47 53 100 0 36 57 93 7
White 24 65 88 12 48 48 95 5 71 29 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 27 55 82 18 52 44 95 5 58 40 98 2
Economically Disadvantaged 14 45 59 41 44 44 89 11 54 38 92 8
Not Economically Disadvantaged 33 55 88 13 54 40 95 5 56 44 100 0
English Learners 13 73 87 13 < < 100 0 45 55 100 0
Homeless < < < < < < < < < < 100 0
Military Connected 50 43 93 7 < < 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 25 52 77 23 49 44 93 7 56 41 96 4
Female 33 58 92 8 50 42 92 8 48 45 93 7
Male 19 49 68 32 49 46 94 6 64 36 100 0
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 26 39 65 35 42 42 85 15 56 38 94 6
Hispanic < < < < 47 53 100 0 38 54 92 8
White 24 65 88 12 48 48 95 5 69 31 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 27 55 82 18 52 44 95 5 58 40 98 2
Economically Disadvantaged 14 45 59 41 33 53 87 13 55 36 91 9
Not Economically Disadvantaged 31 56 87 13 54 41 95 5 56 44 100 0
English Learners 13 73 87 13 < < 100 0 < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected 46 46 92 8 < < 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
School323
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-kindergarten151911
Kindergarten487866
Grade 1746293
Grade 2687566
Grade 3657278
Grade 4876875
Grade 5707864
Grade 6787480
Total Students505526533

< = 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 Students505526533
Female240240236
Male265286297
Asian616373
Black149155148
Hispanic110123123
White151153158
Multiple Races343029
Students with Disabilities707460
Students without Disabilities435452473
Economically Disadvantaged182202186
Not Economically Disadvantaged323324347
English Learners163162169
Not English Learners342364364
Homeless312
Military Connected686972
< = 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 Students490324623547732
Female240122281521913
Male250202342025819
American Indian<<--<<
Asian592545554
Black149514541379
Hispanic10110941210911
White14614138111438
Multiple Races341313320
Students with Disabilities519576507
Economically Disadvantaged166131681717317
English Learners168151481415411
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 <
Other Offenses Against Persons <

< = 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 Indian0.2--0.2
Asian11.812.112
Black29.733.329.581.829.540
Hispanic20.811.121.89.123.440
Native Hawaiian----0.2
White30.855.629.99.129.120
Multiple Races6.76.75.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian11.812.112
Black29.729.529.5
Hispanic20.821.823.4
Native Hawaiian0.2
White30.829.929.1
Multiple Races6.76.75.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2--0.2
Asian11.812.112
Black29.729.529.5
Hispanic20.821.823.4
Native Hawaiian----0.2
White30.829.929.1
Multiple Races6.76.75.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 30.53634.4
< = 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 35.533.732.6
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 88.875.978.1
< = 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
2016-201732%66%0%2%
2017-201833%65%0%2%
2018-201935%63%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-
WhiteYesYes-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 Students80%80%73%75%
Asian76%82%87%75%
Black78%77%60%75%
Hispanic76%72%63%75%
White85%87%81%75%
Economically Disadvantaged69%68%62%75%
English Learners70%75%53%75%
Students with Disabilities63%57%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 Students89%84%74%70%
Asian95%92%89%70%
Black80%78%60%70%
Hispanic85%76%64%70%
White97%90%81%70%
Economically Disadvantaged79%73%63%70%
English Learners86%82%57%70%
Students with Disabilities68%61%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 Students83%
Asian92%
Black84%
Hispanic67%
White90%
Economically Disadvantaged62%
English Learners80%
Students with Disabilities60%

< = 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 Students82%91%
Asian80%100%
Black79%82%
Hispanic79%89%
White87%97%
Economically Disadvantaged73%85%
English Learners74%91%
Students with Disabilities68%74%

< = 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 Students6%6%9%10%
Asian7%6%5%10%
Black6%4%9%10%
Hispanic9%10%9%10%
White5%7%9%10%
Economically Disadvantaged9%8%13%10%
English Learners7%8%8%10%
Students with Disabilities12%12%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 Progress54%46%58%
English Learner Proficiency10%--

< = 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 Progress387054%
English Learner Proficiency1110710%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%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 20%
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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