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Jouett Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-872-3931
Address: 315 Jouett School Rd Mineral, VA 23117
Principal: Ms. Heather Spaid
Superintendent: Mr. Doug Straley
School Number: 660
Region: 5
Division: Louisa County Public Schools
Division Number: 54
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: 2020 through 2022

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 27 53 80 20 20 63 82 18 17 63 80 20
Female 33 49 83 17 19 66 85 15 17 68 85 15
Male 20 56 77 23 21 60 80 20 18 58 75 25
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 52 67 33 4 52 56 44 8 62 69 31
Hispanic 17 50 67 33 30 40 70 30 31 50 81 19
White 29 53 82 18 21 65 86 14 18 63 80 20
Multiple Races 19 52 71 29 21 58 79 21 16 68 84 16
Students with Disabilities 8 42 50 50 12 54 66 34 5 49 54 46
Students without Disabilities 31 55 86 14 21 64 85 15 19 64 83 17
Economically Disadvantaged 17 55 72 28 15 58 73 27 9 60 70 30
Not Economically Disadvantaged 33 52 85 15 23 67 90 10 24 64 88 12
English Learners 25 33 58 42 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 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 18 48 66 34 16 58 74 26 13 60 73 27
Female 20 47 67 33 16 67 84 16 11 64 76 24
Male 15 50 65 35 16 49 65 35 15 56 71 29
Black < < < < - 50 50 50 < < < <
Hispanic < < < < < < < < < < < <
White 18 51 68 32 17 62 78 22 12 60 71 29
Multiple Races < < < < < < < < < < < <
Students with Disabilities 18 35 53 47 6 53 59 41 < < < <
Students without Disabilities 18 51 69 31 18 59 77 23 14 65 79 21
Economically Disadvantaged 14 40 55 45 18 40 58 43 2 70 73 27
Not Economically Disadvantaged 20 55 75 25 15 70 85 15 22 51 73 27
English Learners < < < < < < < < < < < <
Foster Care < < 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 30 63 93 7 19 62 81 19 17 71 88 12
Female 41 54 95 5 18 61 80 20 16 76 92 8
Male 20 70 91 9 19 63 83 17 17 67 85 15
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 31 64 96 4 20 63 84 16 18 72 90 10
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 10 50 60 40 21 50 71 29 6 75 81 19
Students without Disabilities 32 65 97 3 18 64 83 17 19 71 89 11
Economically Disadvantaged 16 68 84 16 11 63 74 26 10 64 74 26
Not Economically Disadvantaged 38 60 98 2 25 62 87 13 21 76 97 3
English Learners < < 100 0 < < < < < < 100 0
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 33 50 82 18 25 69 94 6 21 57 78 22
Female 40 48 88 12 22 71 93 7 22 64 85 15
Male 25 51 76 24 28 67 95 5 21 50 71 29
American Indian < < 100 0
Asian < < 100 0
Black 20 60 80 20 < < < < - 40 40 60
Hispanic < < < < < < < <
White 38 46 85 15 26 71 97 3 23 57 80 20
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 43 43 57 10 60 70 30 8 38 46 54
Students without Disabilities 42 51 94 6 27 70 97 3 23 59 82 18
Economically Disadvantaged 20 59 80 20 19 70 89 11 14 50 64 36
Not Economically Disadvantaged 42 42 84 16 30 68 98 2 28 63 91 9
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 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 29 57 87 13 25 66 91 9 20 74 93 7
Female 29 62 92 8 21 69 89 11 15 80 95 5
Male 30 53 83 17 29 64 92 8 23 68 91 9
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 67 71 29 8 84 92 8 12 77 88 12
Hispanic 8 83 92 8 20 60 80 20 25 56 81 19
White 33 55 88 12 27 66 93 7 20 75 94 6
Multiple Races 24 57 81 19 32 47 79 21 26 68 95 5
Students with Disabilities 6 52 58 42 12 76 88 12 5 76 81 19
Students without Disabilities 34 59 93 7 27 64 91 9 21 73 95 5
Economically Disadvantaged 19 59 78 22 16 69 85 15 16 71 87 13
Not Economically Disadvantaged 37 56 93 7 31 64 95 5 23 76 98 2
English Learners 17 83 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 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 24 64 88 12 22 69 91 9 26 69 95 5
Female 27 64 91 9 14 73 88 12 22 73 96 4
Male 22 63 85 15 29 65 94 6 29 65 94 6
Black < < < < 20 80 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 27 60 88 12 23 71 94 6 23 71 95 5
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 12 76 88 12 18 65 82 18 < < < <
Students without Disabilities 27 61 88 12 23 70 93 7 28 69 98 2
Economically Disadvantaged 19 64 83 17 10 75 85 15 18 73 91 9
Not Economically Disadvantaged 28 63 91 9 30 65 95 5 33 65 98 2
English Learners < < 100 0 < < 100 0 < < < <
Foster Care < < 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 30 56 86 14 20 68 87 13 8 85 93 7
Female 28 61 89 11 18 70 88 12 4 90 94 6
Male 32 52 84 16 21 65 87 13 12 81 92 8
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 33 56 89 11 21 68 89 11 8 89 96 4
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 30 30 70 14 79 93 7 6 81 88 13
Students without Disabilities 34 60 94 6 20 66 86 14 8 86 94 6
Economically Disadvantaged 19 48 68 32 20 63 83 17 3 79 82 18
Not Economically Disadvantaged 37 61 98 2 20 71 91 9 11 89 100 0
English Learners < < 100 0 < < < < < < 100 0
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 34 52 86 14 35 61 95 5 25 67 92 8
Female 33 61 94 6 32 61 93 7 20 76 96 4
Male 35 43 78 22 37 60 98 2 29 59 88 12
American Indian < < 100 0
Asian < < 100 0
Black 10 70 80 20 < < 100 0 - 80 80 20
Hispanic < < < < < < 100 0
White 40 48 88 12 37 60 97 3 27 65 92 8
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 4 43 48 52 - 90 90 10 8 77 85 15
Students without Disabilities 43 55 97 3 39 57 96 4 27 66 93 7
Economically Disadvantaged 18 61 80 20 19 70 89 11 23 64 88 13
Not Economically Disadvantaged 46 45 91 9 47 53 100 0 26 70 96 4
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 40 54 94 6 48 48 95 5 28 61 89 11
Female 34 62 96 4 41 54 95 5 20 71 91 9
Male 45 47 92 8 53 42 95 5 36 52 88 12
American Indian < < 100 0
Asian < < 100 0
Black 20 60 80 20 < < < < - 70 70 30
Hispanic < < 100 0 < < 100 0
White 46 50 96 4 53 44 97 3 31 59 90 10
Multiple Races 20 70 90 10 < < < < < < 100 0
Students with Disabilities 9 74 83 17 - 70 70 30 8 54 62 38
Students without Disabilities 49 49 97 3 54 45 99 1 31 62 93 7
Economically Disadvantaged 25 66 91 9 30 62 92 8 20 64 84 16
Not Economically Disadvantaged 51 46 96 4 62 36 98 2 37 58 95 5
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 40 54 94 6 48 48 95 5 28 61 89 11
Female 34 62 96 4 41 54 95 5 20 71 91 9
Male 45 47 92 8 53 42 95 5 36 52 88 12
American Indian < < 100 0
Asian < < 100 0
Black 20 60 80 20 < < < < - 70 70 30
Hispanic < < 100 0 < < 100 0
White 46 50 96 4 53 44 97 3 31 59 90 10
Multiple Races 20 70 90 10 < < < < < < 100 0
Students with Disabilities 9 74 83 17 - 70 70 30 8 54 62 38
Students without Disabilities 49 49 97 3 54 45 99 1 31 62 93 7
Economically Disadvantaged 25 66 91 9 30 62 92 8 20 64 84 16
Not Economically Disadvantaged 51 46 96 4 62 36 98 2 37 58 95 5
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 70 27 97 3 50 49 99 1 40 55 95 5
Female 69 28 97 3 37 61 98 2 24 71 96 4
Male 72 26 98 2 63 37 100 0 54 40 94 6
Black 44 50 94 6 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 77 22 99 1 56 43 99 1 41 56 96 4
Multiple Races 47 41 88 12 < < 100 0 < < 100 0
Students with Disabilities 35 55 90 10 36 57 93 7 44 50 94 6
Students without Disabilities 78 21 99 1 53 47 100 0 39 56 95 5
Economically Disadvantaged 55 41 96 4 39 59 98 2 28 59 87 13
Not Economically Disadvantaged 81 17 98 2 60 40 100 0 47 53 100 0
English Learners < < 100 0 < < 100 0 < < 100 0
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 70 27 97 3 50 49 99 1 39 56 95 5
Female 69 28 97 3 37 61 98 2 23 73 96 4
Male 72 26 98 2 63 37 100 0 54 40 94 6
Black 44 50 94 6 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 77 22 99 1 56 43 99 1 41 56 96 4
Multiple Races 47 41 88 12 < < 100 0 < < 100 0
Students with Disabilities 35 55 90 10 36 57 93 7 40 53 93 7
Students without Disabilities 78 21 99 1 53 47 100 0 39 56 95 5
Economically Disadvantaged 55 41 96 4 39 59 98 2 26 61 87 13
Not Economically Disadvantaged 81 17 98 2 60 40 100 0 47 53 100 0
English Learners < < 100 0 < < 100 0 < < 100 0
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
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School-1-
Division13-
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-kindergarten272627
Kindergarten989087
Grade 19510088
Grade 2928991
Grade 3929598
Grade 4989393
Grade 511210597
Total Students614598581

< = 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 Students614598581
Female291293289
Male323305292
American Indian211
Asian122
Black464540
Hispanic211822
White511497482
Multiple Races333433
Students with Disabilities947668
Students without Disabilities520522513
Economically Disadvantaged282294313
Not Economically Disadvantaged332304268
English Learners172218
Not English Learners597576563
Homeless21-
Military Connected141015
Foster Care4-4
< = 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 Students540385174056617
Female25913241172769
Male28125276232908
American Indian--<<<<
Asian<<<<<<
Black467387414
Hispanic172133190
White440254342647512
Multiple Races364284281
Students with Disabilities9066412703
Economically Disadvantaged219352262727315
English Learners221154142
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
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 26
Other Offenses Against Persons <
Property Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian--0.540.3
Asian0.20.20.2
Black8.917.98.1247.58.3
Hispanic3.63.63.143.44.2
Native Hawaiian--0.2--
White79.953.682.56483.262.5
Multiple Races7.4255.545.425
< = 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 Indian0.50.3
Asian0.20.20.2
Black8.98.17.5
Hispanic3.63.13.4
Native Hawaiian0.2
White79.982.583.2
Multiple Races7.45.55.4
< = 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 Indian--0.50.3
Asian0.20.20.2
Black8.98.17.5
Hispanic3.63.13.4
Native Hawaiian--0.2--
White79.982.583.2
Multiple Races7.45.55.4
< = 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 46.146.248.5
< = 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 46.449.957.8
< = 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 73.5072.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201852%43%2%3%
2018-201954%41%2%3%
2019-202059%37%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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