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Hickory Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-421-7080
Address: 109 Benefit Road Chesapeake, VA 23322
Principal: Mr. James S. Lewter
Superintendent: Dr. Jared A. Cotton
School Number: 340
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 24 56 80 20 24 58 82 18 28 57 84 16
Female 23 60 83 17 23 63 86 14 33 55 88 12
Male 25 53 78 22 25 54 79 21 24 58 82 18
American Indian < < < <
Asian < < 100 0 < < 100 0
Black - 93 93 7 9 73 82 18 8 75 83 17
Hispanic < < < < < < < < 20 60 80 20
White 26 52 78 22 25 57 81 19 32 53 85 15
Multiple Races 45 45 91 9 25 56 81 19 14 73 86 14
Students with Disabilities 8 33 42 58 3 44 47 53 13 29 42 58
Students without Disabilities 27 61 88 12 27 60 88 12 30 61 92 8
Economically Disadvantaged 19 53 71 29 23 57 79 21 23 64 87 13
Not Economically Disadvantaged 26 58 84 16 24 58 83 17 29 55 84 16
English Learners < < < < < < 100 0 < < < <
Military Connected 18 69 86 14 25 59 84 16
Foster Care < < 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 29 54 83 17 21 60 81 19 26 67 93 7
Female 23 63 86 14 21 66 86 14 28 73 100 0
Male 34 46 80 20 21 56 77 23 25 63 88 12
American Indian < < 100 0
Asian < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 30 51 81 19 20 60 80 20 28 66 94 6
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < 31 38 69 31
Students without Disabilities 32 56 89 11 24 63 87 13 26 72 97 3
Economically Disadvantaged 24 62 86 14 8 62 69 31 25 75 100 0
Not Economically Disadvantaged 31 51 82 18 24 59 83 17 27 66 92 8
Military Connected 12 64 76 24 19 74 93 7
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 54 76 24 31 53 84 16 26 53 80 20
Female 24 59 82 18 31 49 80 20 28 58 86 14
Male 20 50 70 30 30 58 88 13 25 50 75 25
American Indian < < < <
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < < < 100 0 < < < <
White 25 48 73 27 33 53 87 13 30 51 81 19
Multiple Races < < < < 10 60 70 30
Students with Disabilities 9 27 36 64 10 40 50 50 - 9 9 91
Students without Disabilities 24 59 83 17 34 55 89 11 30 60 90 10
Economically Disadvantaged 19 43 62 38 36 48 84 16 15 65 80 20
Not Economically Disadvantaged 23 58 81 19 28 56 84 16 29 50 79 21
English Learners < < < <
Military Connected 26 68 94 6 23 54 77 23
Foster Care < < 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 23 60 83 18 19 61 81 19 32 48 80 20
Female 24 59 82 18 15 76 91 9 44 33 78 22
Male 22 61 83 17 23 49 72 28 21 60 81 19
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 23 58 80 20 21 57 78 22 37 42 78 22
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 12 35 47 53 - 54 54 46 7 36 43 57
Students without Disabilities 25 67 92 8 24 63 86 14 37 51 88 12
Economically Disadvantaged 12 53 65 35 13 67 80 20 29 57 86 14
Not Economically Disadvantaged 25 62 87 13 21 60 81 19 33 45 78 22
Military Connected 13 75 88 13 33 45 79 21
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 24 60 84 16 25 58 83 17 29 59 88 12
Female 18 64 83 17 28 55 83 17 30 62 92 8
Male 28 57 84 16 23 61 84 16 28 58 86 14
American Indian < < < <
Asian < < < < < < 100 0
Black 7 60 67 33 8 67 75 25 8 67 75 25
Hispanic < < 100 0 < < < < 27 53 80 20
White 24 60 85 15 26 59 85 15 32 59 90 10
Multiple Races 36 45 82 18 31 50 81 19 18 68 86 14
Students with Disabilities 11 40 51 49 3 31 34 66 11 34 45 55
Students without Disabilities 26 64 89 11 29 63 91 9 32 64 96 4
Economically Disadvantaged 12 63 75 25 19 60 79 21 19 62 81 19
Not Economically Disadvantaged 28 59 87 13 27 57 84 16 32 59 90 10
English Learners < < < < < < 100 0 < < < <
Military Connected 19 67 85 15 28 61 89 11
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 23 57 80 20 13 75 88 13 37 57 95 5
Female 20 60 80 20 24 66 90 10 38 60 98 3
Male 26 54 80 20 5 81 86 14 37 55 92 8
American Indian < < 100 0
Asian < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 25 58 82 18 10 78 88 12 44 52 96 4
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < 23 38 62 38
Students without Disabilities 24 61 85 15 14 78 92 8 40 60 100 0
Economically Disadvantaged 10 57 67 33 8 77 85 15 50 42 92 8
Not Economically Disadvantaged 29 57 86 14 14 75 88 12 35 59 95 5
Military Connected 12 76 88 12 26 67 93 7
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 26 63 89 11 32 50 82 18 27 59 86 14
Female 21 67 88 12 28 53 81 19 31 61 92 8
Male 30 60 90 10 35 48 83 18 25 58 83 17
American Indian < < < <
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 30 58 88 13 33 50 83 17 29 61 90 10
Multiple Races < < < < 10 70 80 20
Students with Disabilities - 60 60 40 - 20 20 80 - 27 27 73
Students without Disabilities 30 63 94 6 36 55 91 9 31 64 95 5
Economically Disadvantaged 19 67 86 14 20 56 76 24 10 65 75 25
Not Economically Disadvantaged 29 62 90 10 37 47 84 16 32 57 90 10
English Learners < < < <
Military Connected 28 56 84 16 31 58 88 12
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 22 60 82 18 31 50 81 19 21 63 84 16
Female 14 66 80 20 30 48 79 21 22 64 86 14
Male 28 55 83 17 31 51 82 18 20 61 82 18
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 19 64 84 16 33 49 83 17 21 64 85 15
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 35 53 47 8 23 31 69 7 36 43 57
Students without Disabilities 23 66 89 11 36 56 92 8 24 68 92 8
Economically Disadvantaged 6 67 72 28 27 53 80 20 10 71 81 19
Not Economically Disadvantaged 27 58 84 16 32 49 81 19 25 59 85 15
Military Connected 13 71 83 17 27 58 85 15
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 28 53 81 19 29 64 93 7 24 60 84 16
Female 21 50 71 29 21 76 97 3 19 64 83 17
Male 34 55 89 11 36 54 90 10 27 57 84 16
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 28 55 84 16 30 62 92 8 23 62 85 15
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 44 50 50 8 69 77 23 7 36 43 57
Students without Disabilities 35 56 90 10 34 63 97 3 27 65 92 8
Economically Disadvantaged 6 61 67 33 20 73 93 7 29 57 86 14
Not Economically Disadvantaged 35 51 86 14 32 61 93 7 22 61 83 17
Military Connected 21 79 100 0 24 64 88 12
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 28 53 81 19 29 64 93 7 24 60 84 16
Female 21 50 71 29 21 76 97 3 19 64 83 17
Male 34 55 89 11 36 54 90 10 27 57 84 16
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 28 55 84 16 30 62 92 8 23 62 85 15
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 44 50 50 8 69 77 23 7 36 43 57
Students without Disabilities 35 56 90 10 34 63 97 3 27 65 92 8
Economically Disadvantaged 6 61 67 33 20 73 93 7 29 57 86 14
Not Economically Disadvantaged 35 51 86 14 32 61 93 7 22 61 83 17
Military Connected 21 79 100 0 24 64 88 12
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 36 53 89 11 33 61 94 6 42 44 86 14
Female 29 57 86 14 24 70 94 6 42 42 83 17
Male 42 49 91 9 41 54 95 5 42 47 88 12
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 39 50 89 11 35 59 94 6 46 40 86 14
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 13 50 63 38 15 62 77 23 21 36 57 43
Students without Disabilities 42 53 95 5 37 61 98 2 46 46 92 8
Economically Disadvantaged 12 65 76 24 13 80 93 7 48 33 81 19
Not Economically Disadvantaged 43 49 92 8 39 56 95 5 40 48 88 12
Military Connected 21 79 100 0 45 48 94 6
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 36 53 88 12 34 61 94 6 42 44 86 14
Female 29 56 85 15 24 70 94 6 42 42 83 17
Male 41 50 91 9 42 53 95 5 42 47 88 12
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 39 50 89 11 35 58 94 6 46 40 86 14
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 7 50 57 43 17 58 75 25 21 36 57 43
Students without Disabilities 42 53 95 5 37 61 98 2 46 46 92 8
Economically Disadvantaged 6 69 75 25 14 79 93 7 48 33 81 19
Not Economically Disadvantaged 44 48 92 8 39 56 95 5 40 48 88 12
Military Connected 21 79 100 0 45 48 94 6
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
School---
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
Pre-kindergarten201714
Kindergarten589062
Grade 1846970
Grade 2688372
Grade 3917081
Grade 4819675
Grade 5799889
Total Students481523463

< = 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 Students481523463
Female225242223
Male256281240
American Indian32-
Asian2913
Black191934
Hispanic334445
White390411346
Multiple Races343825
Students with Disabilities101121107
Students without Disabilities380402356
Economically Disadvantaged12412194
Not Economically Disadvantaged357402369
English Learners555
Not English Learners476518458
Military Connected198212185
Foster Care12-
< = 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 Students426284273243428
Female191121971620115
Male235162301623313
American Indian<<<<<<
Asian<<<<<<
Black202122183
Hispanic301267273
Native Hawaiian<<----
White348223562035319
Multiple Races233313331
Students with Disabilities759768937
Economically Disadvantaged134101231611515
English Learners<<<<<<
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 Indian0.20.20.6
Asian0.70.20.4
Black4.73.3433.3
Hispanic5.112.57.633.36.9
Native Hawaiian------
White84.462.58266.781.666.7
Multiple Races4.9257.27.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.6
Asian0.70.20.4
Black4.73.34
Hispanic5.17.66.9
Native Hawaiian
White84.48281.6
Multiple Races4.97.27.1
< = 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 Indian0.20.20.6
Asian0.70.20.4
Black4.73.34
Hispanic5.17.66.9
Native Hawaiian------
White84.48281.6
Multiple Races4.97.27.1
< = 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 29.827.723.8
< = 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 25.126.733.3
< = 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 51.74351
< = 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
2017-201827%65%0%8%
2018-201935%59%0%6%
2019-202049%49%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

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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