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Haymarket Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-791-7412
Address: 15500 Learning Lane Haymarket, VA 20169
Principal: Mr. Scott Baldwin
Superintendent: Dr. Steven L. Walts
School Number: 250
Region: 4
Division: Prince William County Public Schools
Division Number: 75
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: 2018 through 2020

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 21 63 84 16 21 58 78 22 24 60 84 16
Female 22 61 84 16 24 55 79 21 24 63 87 13
Male 20 64 84 16 17 60 77 23 24 58 82 18
Asian 30 63 93 7 26 56 82 18 25 57 83 17
Black 18 47 65 35 9 63 71 29 24 54 78 22
Hispanic 8 71 80 20 19 59 78 22 14 69 82 18
Native Hawaiian < < 100 0 < < < < < < 100 0
White 23 65 88 12 23 56 79 21 25 62 87 13
Multiple Races 25 55 80 20 20 60 80 20 31 52 83 17
Students with Disabilities 3 48 52 48 - 61 61 39 10 52 61 39
Students without Disabilities 23 64 87 13 24 57 81 19 26 62 88 12
Economically Disadvantaged 16 55 71 29 8 60 68 32 24 55 79 21
Not Economically Disadvantaged 22 64 86 14 23 57 80 20 24 61 85 15
English Learners 15 57 72 28 - 38 38 62 - 54 54 46
Military Connected < < < < < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 64 79 21 20 57 77 23 25 57 82 18
Female 19 61 80 20 22 56 78 22 26 64 89 11
Male 10 68 78 22 18 57 75 25 24 52 77 23
Asian 8 77 85 15 29 48 76 24 11 59 70 30
Black 6 53 59 41 18 53 71 29 22 56 78 22
Hispanic - 67 67 33 18 59 77 23 19 69 88 13
Native Hawaiian < < 100 0 < < 100 0
White 20 64 84 16 20 56 76 24 31 55 86 14
Multiple Races < < < < 17 67 83 17 < < < <
Students with Disabilities 7 60 67 33 - 65 65 35 19 44 63 38
Students without Disabilities 16 65 81 19 24 55 79 21 26 59 85 15
Economically Disadvantaged - 53 53 47 14 62 76 24 32 37 68 32
Not Economically Disadvantaged 17 66 84 16 21 56 77 23 24 60 84 16
English Learners 5 58 63 37 - 56 56 44 - 50 50 50
Military Connected < < 100 0 < < 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 22 61 84 16 23 55 79 21 23 61 84 16
Female 17 64 81 19 31 51 82 18 24 60 83 17
Male 27 59 86 14 15 60 75 25 23 62 85 15
Asian 44 50 94 6 25 65 90 10 36 50 86 14
Black 6 61 67 33 5 68 74 26 32 55 86 14
Hispanic 13 71 83 17 20 53 73 27 11 74 84 16
Native Hawaiian < < 100 0 < < 100 0
White 25 62 87 13 28 49 78 22 19 65 85 15
Multiple Races < < < < < < < < 27 45 73 27
Students with Disabilities < < < < - 69 69 31 12 48 60 40
Students without Disabilities 24 63 87 13 26 53 80 20 26 64 89 11
Economically Disadvantaged 21 54 75 25 5 55 59 41 32 55 86 14
Not Economically Disadvantaged 23 63 86 14 27 55 82 18 22 62 84 16
English Learners 21 54 75 25 - 33 33 67 - 60 60 40
Military Connected < < 100 0 < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 63 91 9 19 61 80 20 24 62 86 14
Female 33 59 93 7 18 59 78 22 23 64 88 12
Male 22 67 89 11 19 63 82 18 24 60 84 16
Asian 36 64 100 0 24 57 81 19 31 62 92 8
Black 50 21 71 29 5 65 70 30 16 53 68 32
Hispanic 8 77 85 15 19 62 81 19 13 63 75 25
Native Hawaiian < < 100 0 < < < < < < 100 0
White 25 71 96 4 21 62 83 17 25 64 89 11
Multiple Races < < < < < < < < 30 60 90 10
Students with Disabilities < < < < - 42 42 58 - 62 62 38
Students without Disabilities 30 66 96 4 21 63 83 17 28 62 90 10
Economically Disadvantaged 31 62 92 8 7 62 69 31 6 76 82 18
Not Economically Disadvantaged 28 63 91 9 22 61 82 18 26 60 86 14
English Learners 14 64 79 21 - 18 18 82 < < < <
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 32 55 88 12 25 57 82 18 28 62 91 9
Female 26 62 88 12 22 60 82 18 27 63 91 9
Male 39 48 87 13 28 53 81 19 29 61 90 10
Asian 47 51 98 2 34 55 89 11 31 65 96 4
Black 20 55 76 24 16 57 73 27 20 61 81 19
Hispanic 16 66 82 18 19 60 79 21 14 73 86 14
Native Hawaiian < < 100 0 < < < < < < 100 0
White 35 56 91 9 26 57 83 17 32 61 93 7
Multiple Races 40 40 80 20 27 50 77 23 28 55 83 17
Students with Disabilities 9 38 47 53 8 47 55 45 13 61 74 26
Students without Disabilities 35 57 92 8 27 58 85 15 31 63 93 7
Economically Disadvantaged 16 64 80 20 13 60 72 28 26 66 91 9
Not Economically Disadvantaged 35 54 89 11 27 56 83 17 29 62 91 9
English Learners 31 48 79 21 - 56 56 44 6 71 77 23
Military Connected < < < < < < 100 0
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 25 59 84 16 17 58 75 25 30 61 91 9
Female 23 65 88 12 18 56 74 26 36 56 92 8
Male 27 53 80 20 17 60 76 24 26 65 90 10
Asian 38 54 92 8 19 67 86 14 22 70 93 7
Black 12 53 65 35 18 47 65 35 11 67 78 22
Hispanic 15 62 77 23 9 64 73 27 6 88 94 6
Native Hawaiian < < 100 0 < < 100 0
White 28 60 88 12 18 55 73 27 42 51 94 6
Multiple Races < < < < 25 58 83 17 < < < <
Students with Disabilities 6 44 50 50 9 52 61 39 31 44 75 25
Students without Disabilities 28 61 89 11 19 59 78 22 30 63 93 7
Economically Disadvantaged 5 58 63 37 10 62 71 29 21 68 89 11
Not Economically Disadvantaged 29 59 88 12 19 57 76 24 32 60 91 9
English Learners 15 65 80 20 - 69 69 31 6 81 88 13
Military Connected < < 100 0 < < 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 39 50 90 10 26 57 83 17 29 64 93 7
Female 30 57 87 13 23 62 86 14 29 61 90 10
Male 48 44 92 8 29 50 79 21 29 66 95 5
Asian 56 44 100 0 25 65 90 10 36 64 100 0
Black 11 67 78 22 21 47 68 32 36 55 91 9
Hispanic 25 58 83 17 20 67 87 13 16 79 95 5
Native Hawaiian < < 100 0 < < 100 0
White 46 48 94 6 30 57 86 14 27 67 94 6
Multiple Races < < < < < < < < 36 36 73 27
Students with Disabilities < < < < 6 56 63 38 12 64 76 24
Students without Disabilities 41 52 93 7 29 57 85 15 33 64 96 4
Economically Disadvantaged 21 67 88 13 9 55 64 36 32 64 95 5
Not Economically Disadvantaged 43 47 90 10 29 57 86 14 29 64 92 8
English Learners 36 43 79 21 - 58 58 42 10 80 90 10
Military Connected < < 100 0 < < 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 32 58 90 10 31 55 86 14 25 63 88 12
Female 25 66 91 9 25 62 87 13 19 72 90 10
Male 41 48 89 11 38 49 86 14 33 52 85 15
Asian 43 57 100 0 57 33 90 10 35 62 96 4
Black 43 43 86 14 10 75 85 15 11 63 74 26
Hispanic - 85 85 15 27 54 81 19 19 50 69 31
Native Hawaiian < < 100 0 < < < < < < 100 0
White 30 60 90 10 31 58 89 11 28 64 92 8
Multiple Races < < < < < < < < 20 70 90 10
Students with Disabilities < < < < 8 25 33 67 - 71 71 29
Students without Disabilities 34 60 93 7 33 58 91 9 29 61 91 9
Economically Disadvantaged 23 69 92 8 17 62 79 21 24 65 88 12
Not Economically Disadvantaged 34 56 90 10 34 54 88 12 25 63 88 12
English Learners 43 36 79 21 - 36 36 64 < < < <
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 19 69 88 12 18 63 80 20 20 57 76 24
Female 17 74 91 9 12 67 79 21 22 53 75 25
Male 22 63 85 15 24 58 82 18 16 61 78 22
Asian 29 71 100 0 33 52 86 14 23 62 85 15
Black 29 50 79 21 5 65 70 30 - 63 63 37
Hispanic 8 69 77 23 15 62 77 23 6 44 50 50
Native Hawaiian < < 100 0 < < < < < < 100 0
White 16 74 90 10 15 68 83 17 25 57 82 18
Multiple Races < < < < < < < < 30 50 80 20
Students with Disabilities < < < < 8 8 17 83 14 29 43 57
Students without Disabilities 21 72 92 8 18 68 86 14 20 61 82 18
Economically Disadvantaged 15 69 85 15 3 66 69 31 - 71 71 29
Not Economically Disadvantaged 20 69 88 12 21 62 83 17 22 55 77 23
English Learners 29 50 79 21 - 18 18 82 < < < <
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 19 69 88 12 18 63 80 20 20 57 76 24
Female 17 74 91 9 12 67 79 21 22 53 75 25
Male 22 63 85 15 24 58 82 18 16 61 78 22
Asian 29 71 100 0 33 52 86 14 23 62 85 15
Black 29 50 79 21 5 65 70 30 - 63 63 37
Hispanic 8 69 77 23 15 62 77 23 6 44 50 50
Native Hawaiian < < 100 0 < < < < < < 100 0
White 16 74 90 10 15 68 83 17 25 57 82 18
Multiple Races < < < < < < < < 30 50 80 20
Students with Disabilities < < < < 8 8 17 83 14 29 43 57
Students without Disabilities 21 72 92 8 18 68 86 14 20 61 82 18
Economically Disadvantaged 15 69 85 15 3 66 69 31 - 71 71 29
Not Economically Disadvantaged 20 69 88 12 21 62 83 17 22 55 77 23
English Learners 29 50 79 21 - 18 18 82 < < < <
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 57 39 96 4 44 46 90 10 54 36 90 10
Female 51 42 93 7 45 44 90 10 43 47 90 10
Male 65 35 100 0 42 48 90 10 63 27 90 10
Asian 69 31 100 0 55 40 95 5 64 32 95 5
Black 39 61 100 0 33 50 83 17 59 23 82 18
Hispanic 54 38 92 8 27 53 80 20 47 47 95 5
Native Hawaiian < < 100 0 < < 100 0
White 62 34 96 4 46 46 91 9 53 38 91 9
Multiple Races < < 100 0 < < < < 55 27 82 18
Students with Disabilities < < < < 33 33 67 33 28 36 64 36
Students without Disabilities 60 38 98 2 45 47 92 8 59 36 95 5
Economically Disadvantaged 38 50 88 13 18 59 77 23 45 36 82 18
Not Economically Disadvantaged 62 36 98 2 48 43 92 8 55 36 92 8
English Learners 48 44 93 7 - 64 64 36 30 50 80 20
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 57 39 96 4 44 46 90 10 53 37 90 10
Female 50 43 93 7 45 44 90 10 42 48 90 10
Male 65 35 100 0 42 48 90 10 63 28 90 10
Asian 69 31 100 0 55 40 95 5 64 32 95 5
Black 39 61 100 0 33 50 83 17 55 25 80 20
Hispanic 54 38 92 8 27 53 80 20 47 47 95 5
Native Hawaiian < < 100 0 < < 100 0
White 61 34 96 4 46 46 91 9 52 39 91 9
Multiple Races < < 100 0 < < < < 55 27 82 18
Students with Disabilities < < < < 33 33 67 33 18 41 59 41
Students without Disabilities 60 38 98 2 45 47 92 8 59 36 95 5
Economically Disadvantaged 38 50 88 13 18 59 77 23 40 40 80 20
Not Economically Disadvantaged 61 37 98 2 48 43 92 8 55 37 92 8
English Learners 48 44 93 7 - 64 64 36 30 50 80 20
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
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
School11-
Division544285416
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
Pre-kindergarten171718
Kindergarten154115101
Grade 1131157122
Grade 2159123153
Grade 3146155130
Grade 4151147156
Grade 5146144147
Total Students904858827

< = 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 Students904858827
Female424400385
Male480458442
Asian134135147
Black114102101
Hispanic119110101
Native Hawaiian633
White474453410
Multiple Races575565
Students with Disabilities108104102
Students without Disabilities796754725
Economically Disadvantaged89100107
Not Economically Disadvantaged815758720
English Learners114111118
Not English Learners790747709
Military Connected141738
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 Students715577935083960
Female353303862839728
Male362274072244232
American Indian<<----
Asian8110102712212
Black101510211103
Hispanic95141131010612
Native Hawaiian<<<<<<
White389254163244030
Multiple Races463550562
Students with Disabilities63974108511
Economically Disadvantaged1031612699410
English Learners10291131210612
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 Indian0.1----
Asian12.312.85014.850
Black13.45011.62512.6
Hispanic13.814.113.2
Native Hawaiian0.30.50.7
White53.554.22552.450
Multiple Races6.7506.96.3
< = 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 Indian0.1
Asian12.312.814.8
Black13.411.612.6
Hispanic13.814.113.2
Native Hawaiian0.30.50.7
White53.554.252.4
Multiple Races6.76.96.3
< = 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 Indian0.1----
Asian12.312.814.8
Black13.411.612.6
Hispanic13.814.113.2
Native Hawaiian0.30.50.7
White53.554.252.4
Multiple Races6.76.96.3
< = 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 13.610.811.8
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 32.828.524.2
< = 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 83.98282.1
< = 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: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201841%57%0%2%
2018-201937%61%0%2%
2019-202037%60%0%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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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