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Hurt Park Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-853-2986
Address: 1525 Salem Ave SW Roanoke, VA 24016
Principal: Ms. Regina Gregory
Superintendent: Mrs. Verletta White
School Number: 420
Region: 6
Division: Roanoke City Public Schools
Division Number: 124
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 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 14 44 58 42 11 48 59 41 11 40 50 50
Female 15 48 63 37 9 61 71 29 10 51 62 38
Male 13 39 51 49 14 31 45 55 11 28 39 61
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black 13 45 58 42 9 47 57 43 8 40 47 53
Hispanic < < < < < < < < 10 40 50 50
White < < < < 29 43 71 29 46 38 85 15
Multiple Races < < < < < < < < < < < <
Students with Disabilities 7 7 14 86 43 4 48 52 46 - 46 54
Students without Disabilities 16 53 68 32 5 57 62 38 4 47 51 49
Economically Disadvantaged 14 45 59 41 10 49 60 40 9 38 47 53
Not Economically Disadvantaged 13 33 47 53 < < < < 15 45 60 40
English Learners 48 26 74 26 16 32 48 52 - 23 23 77
Homeless < < < < < < 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 17 42 58 42 15 39 54 46 6 37 43 57
Female 16 50 66 34 16 45 61 39 - 54 54 46
Male 19 30 48 52 13 30 43 57 12 20 32 68
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black 20 39 59 41 13 36 49 51 3 33 36 64
Hispanic < < < < < < 100 0 < < < <
White < < < < < < < < < < < <
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 8 - 8 92 < < < < < < < <
Students without Disabilities 19 52 71 29 10 44 54 46 - 44 44 56
Economically Disadvantaged 16 43 59 41 14 39 53 47 3 37 39 61
Not Economically Disadvantaged < < < < < < < < 15 38 54 46
English Learners 62 23 85 15 23 31 54 46 < < < <
Homeless < < < < < < 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 11 44 56 44 10 52 62 38 14 41 55 45
Female 15 55 70 30 7 66 72 28 17 48 66 34
Male 6 31 38 63 13 35 48 52 11 33 44 56
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 50 57 43 8 54 62 38 13 44 58 42
Hispanic < < < < < < < < < < < <
White < < < < < < < < < < 100 0
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 45 - 45 55 < < < <
Students without Disabilities 13 47 60 40 - 66 66 34 6 48 54 46
Economically Disadvantaged 13 48 61 39 10 52 62 38 15 40 55 45
Not Economically Disadvantaged < < < < < < < < 13 44 56 44
English Learners < < < < 10 30 40 60 - 18 18 82
Homeless < < < < < < 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 13 46 58 42 7 59 67 33 11 40 52 48
Female 14 38 52 48 - 87 87 13 13 52 65 35
Male 11 52 63 37 17 25 42 58 10 29 39 61
Asian < < 100 0 < < 100 0 < < < <
Black 11 47 58 42 5 57 62 38 6 40 47 53
Hispanic < < < < < < 100 0 < < < <
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities 10 - 10 90 < < < < 40 - 40 60
Students without Disabilities 13 58 71 29 - 71 71 29 6 48 54 46
Economically Disadvantaged 13 44 58 42 4 64 68 32 10 37 47 53
Not Economically Disadvantaged < < < < < < < < 18 55 73 27
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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
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 11 60 71 29 20 52 72 28 14 62 76 24
Female 13 68 80 20 20 57 77 23 13 69 82 18
Male 8 52 61 39 21 45 66 34 14 54 69 31
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 10 60 70 30 18 54 72 28 11 62 73 27
Hispanic - 70 70 30 < < < < 20 40 60 40
White 10 70 80 20 36 21 57 43 38 62 100 0
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 31 31 69 48 4 52 48 46 15 62 38
Students without Disabilities 13 67 80 20 15 62 76 24 8 70 78 22
Economically Disadvantaged 10 63 73 27 20 53 73 27 13 64 77 23
Not Economically Disadvantaged 20 33 53 47 < < < < 15 55 70 30
English Learners 7 52 59 41 16 64 80 20 - 65 65 35
Homeless < < < < < < 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 8 71 78 22 22 61 83 17 10 82 92 8
Female 5 82 87 13 26 68 94 6 8 92 100 0
Male 11 56 67 33 17 52 70 30 12 72 84 16
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 9 70 78 22 21 62 82 18 5 84 89 11
Hispanic < < < < < < 100 0 < < 100 0
White < < < < < < < < < < 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 46 46 54 < < < < < < < <
Students without Disabilities 10 77 87 13 19 69 88 13 5 90 95 5
Economically Disadvantaged 7 74 81 19 22 63 86 14 5 89 95 5
Not Economically Disadvantaged < < < < < < < < 23 62 85 15
English Learners - 69 69 31 23 62 85 15 < < 100 0
Homeless < < 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 16 54 70 30 15 46 62 38 18 50 68 32
Female 14 71 86 14 10 45 55 45 17 48 66 34
Male 19 31 50 50 22 48 70 30 19 52 70 30
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 57 68 32 13 49 62 38 18 51 69 31
Hispanic < < < < < < < < < < < <
White < < < < < < < < < < 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < 45 9 55 45 < < < <
Students without Disabilities 19 55 74 26 7 56 63 37 10 58 69 31
Economically Disadvantaged 16 63 78 22 16 46 62 38 20 53 73 28
Not Economically Disadvantaged < < < < < < < < 13 44 56 44
English Learners < < < < 10 70 80 20 - 27 27 73
Homeless < < < < < < 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 10 51 61 39 26 44 70 30 13 56 69 31
Female 24 38 62 38 27 60 87 13 13 71 84 16
Male - 61 61 39 25 25 50 50 13 42 55 45
Asian < < < < < < 100 0 < < 100 0
Black 11 51 62 38 24 48 71 29 9 55 64 36
Hispanic < < 100 0 < < < < < < < <
White < < < < < < 100 0
Multiple Races < < < <
Students with Disabilities - - - 100 < < < < 40 10 50 50
Students without Disabilities 13 64 77 23 19 57 76 24 8 65 73 27
Economically Disadvantaged 9 50 59 41 24 48 72 28 14 55 69 31
Not Economically Disadvantaged < < 100 0 < < < < 9 64 73 27
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
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 6 47 53 47 11 57 68 32 8 63 71 29
Female 10 43 52 48 13 63 75 25 10 61 71 29
Male 4 50 54 46 8 50 58 42 6 65 71 29
Asian < < < < < < 100 0 < < < <
Black 7 49 56 44 10 67 76 24 2 66 68 32
Hispanic < < < < < < < < < < < <
White < < < < < < 100 0
Multiple Races < < < < < < 100 0
Students with Disabilities 20 10 30 70 < < < < 30 20 50 50
Students without Disabilities 3 56 59 41 9 59 68 32 4 71 75 25
Economically Disadvantaged 7 48 54 46 8 62 69 31 6 67 73 27
Not Economically Disadvantaged < < < < < < < < 18 45 64 36
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
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 6 47 53 47 11 57 68 32 8 63 71 29
Female 10 43 52 48 13 63 75 25 10 61 71 29
Male 4 50 54 46 8 50 58 42 6 65 71 29
Asian < < < < < < 100 0 < < < <
Black 7 49 56 44 10 67 76 24 2 66 68 32
Hispanic < < < < < < < < < < < <
White < < < < < < 100 0
Multiple Races < < < < < < 100 0
Students with Disabilities 20 10 30 70 < < < < 30 20 50 50
Students without Disabilities 3 56 59 41 9 59 68 32 4 71 75 25
Economically Disadvantaged 7 48 54 46 8 62 69 31 6 67 73 27
Not Economically Disadvantaged < < < < < < < < 18 45 64 36
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 51 80 20 27 46 73 27 21 38 60 40
Female 25 65 90 10 24 52 76 24 18 46 64 36
Male 33 33 67 33 30 39 70 30 25 29 54 46
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black 23 54 77 23 26 49 74 26 18 41 59 41
White < < < < < < < < < < 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 45 9 55 45 < < < <
Students without Disabilities 29 54 82 18 22 56 78 22 13 44 58 42
Economically Disadvantaged 27 57 83 17 26 48 74 26 23 36 59 41
Not Economically Disadvantaged < < < < < < < < 15 46 62 38
English Learners < < < < 40 20 60 40 < < < <
Homeless < < < < < < 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 24 55 79 21 19 51 70 30 13 43 55 45
Female 25 65 90 10 19 56 74 26 12 50 62 38
Male 23 38 62 38 20 45 65 35 14 33 48 52
American Indian < < < <
Asian < < 100 0 < < < < < < 100 0
Black 20 56 76 24 19 53 72 28 8 46 54 46
White < < < < < < < < < < 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 29 54 82 18 22 56 78 22 13 44 58 42
Economically Disadvantaged 24 59 83 17 18 53 71 29 17 39 56 44
Not Economically Disadvantaged < < < < < < < < - 55 55 45
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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
School-2-
Division684060
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-kindergarten343536
Kindergarten646456
Grade 1606065
Grade 2605550
Grade 3545255
Grade 4595554
Grade 5346259
Total Students365383375

< = 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 Students365383375
Female188199199
Male177184176
American Indian665
Asian71010
Black271276265
Hispanic152224
White464133
Multiple Races202838
Students with Disabilities505258
Students without Disabilities315331317
Economically Disadvantaged295300313
Not Economically Disadvantaged708362
English Learners526262
Not English Learners313321313
Homeless91017
< = 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 Students269712486328465
Female137311242915033
Male132401243413432
American Indian<<<<<<
Asian<<<<<<
Black210491953522041
Hispanic163162182
White201319181711
Multiple Races96881810
Students with Disabilities372128133412
Economically Disadvantaged236622305523057
English Learners603553582
Homeless86<<1512
< = 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
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 68
Other Offenses Against Persons 28
All Other Offenses 19
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian13.21.60.81.6
Asian31.11.92.6
Black75.386.374.286.572.195.2
Hispanic6.55.34.12.35.71.2
Native Hawaiian------
White10.64.212.62.310.72.4
Multiple Races3.55.58.37.31.2
< = 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 Indian11.61.6
Asian31.92.6
Black75.374.272.1
Hispanic6.54.15.7
Native Hawaiian
White10.612.610.7
Multiple Races3.55.57.3
< = 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 Indian11.61.6
Asian31.92.6
Black75.374.272.1
Hispanic6.54.15.7
Native Hawaiian------
White10.612.610.7
Multiple Races3.55.57.3
< = 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 99.7100100
< = 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 75.173.383.8
< = 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 89.188.290
< = 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
2017-201840%60%0%0%
2018-201944%53%0%3%
2019-202042%58%0%0%
< = 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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