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Kent Gardens Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-394-5600
Address: 1717 Melbourne Dr McLean, VA 22101
Principal: Holly McGuigan
Superintendent: Dr. Michelle C. Reid
School Number: 980
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

Early Learning

ACCREDITATION

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 57 94 6 36 57 93 7 36 60 96 4
Female 42 53 95 5 42 51 93 7 37 59 96 4
Male 32 61 93 7 31 63 93 7 35 61 96 4
American Indian < < 100 0
Asian 45 46 92 8 48 49 97 3 44 53 97 3
Black 5 81 86 14 16 74 89 11 35 59 94 6
Hispanic 29 63 91 9 26 64 90 10 31 64 95 5
White 34 61 95 5 33 59 92 8 32 63 95 5
Multiple Races 53 47 100 0 44 54 98 2 44 56 100 0
Students with Disabilities 11 59 70 30 22 52 75 25 18 63 81 19
Students without Disabilities 40 57 96 4 38 57 96 4 39 59 98 2
Economically Disadvantaged 27 36 64 36 25 50 75 25 24 64 88 12
Not Economically Disadvantaged 37 58 95 5 37 57 94 6 37 60 96 4
English Learners - 60 60 40 7 43 50 50 3 66 69 31
Military Connected 39 58 97 3 41 56 96 4 39 61 100 0
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 57 92 8 30 60 90 10 29 66 95 5
Female 41 53 94 6 39 52 91 9 28 67 95 5
Male 29 62 90 10 21 68 89 11 30 65 95 5
Asian 49 44 92 8 41 59 100 0 26 70 95 5
Black < < 100 0 < < < < < < 100 0
Hispanic 27 64 91 9 < < < < < < < <
White 30 61 91 9 22 65 86 14 30 65 95 5
Multiple Races 27 73 100 0 31 62 92 8 < < 100 0
Students with Disabilities 6 61 67 33 20 45 65 35 10 76 86 14
Students without Disabilities 39 57 96 4 32 62 94 6 32 65 97 3
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 35 58 93 7 32 59 91 9 29 67 96 4
English Learners - 85 85 15 < < < < - 62 62 38
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 49 93 7 42 49 91 9 47 51 97 3
Female 45 49 94 6 53 39 92 8 51 48 99 1
Male 42 49 91 9 34 57 91 9 42 54 96 4
Asian 45 45 90 10 58 33 91 9 67 33 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic 38 46 85 15 21 64 86 14 < < 100 0
White 41 54 95 5 38 53 91 9 38 57 95 5
Multiple Races 67 33 100 0 50 50 100 0 33 67 100 0
Students with Disabilities 33 40 73 27 21 47 68 32 25 56 81 19
Students without Disabilities 45 50 95 5 45 49 94 6 49 50 99 1
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 45 51 95 5 42 50 92 8 47 50 97 3
English Learners - 42 42 58 9 36 45 55 < < < <
Military Connected < < < < < < < < < < 100 0
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 65 95 5 31 66 97 3 27 67 94 6
Female 38 59 97 3 30 66 96 4 29 67 96 4
Male 23 71 93 7 32 66 99 1 25 69 93 7
American Indian < < 100 0
Asian 48 48 97 3 38 60 98 2 38 57 95 5
Black < < < < < < 100 0 < < < <
Hispanic 31 56 88 13 27 67 93 7 31 69 100 0
White 24 72 97 3 27 69 96 4 21 72 93 7
Multiple Races < < 100 0 42 58 100 0 42 58 100 0
Students with Disabilities 10 70 80 20 31 56 88 13 5 65 70 30
Students without Disabilities 32 65 96 4 31 67 98 2 30 68 98 2
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 30 66 96 4 32 66 98 2 27 68 95 5
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 55 45 100 0 < < 100 0
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 56 95 5 42 53 95 5 43 54 97 3
Female 44 51 94 6 50 45 95 5 41 54 96 4
Male 34 61 95 5 34 61 95 5 46 54 100 0
Asian 40 49 88 12 56 44 100 0 48 50 98 3
Black < < < < < < 100 0 < < 100 0
Hispanic 19 81 100 0 19 71 90 10 40 53 93 7
White 40 56 96 4 43 50 93 7 40 58 97 3
Multiple Races 58 42 100 0 < < 100 0 50 50 100 0
Students with Disabilities - 67 67 33 17 67 83 17 38 50 88 13
Students without Disabilities 43 55 98 2 44 52 96 4 44 55 99 1
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 39 56 96 4 43 53 95 5 45 53 98 2
English Learners < < < < < < < < < < < <
Military Connected 30 70 100 0 < < 100 0 < < 100 0
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 53 95 5 46 48 94 6 53 44 98 2
Female 39 55 94 6 43 50 94 6 50 48 97 3
Male 46 51 96 4 49 46 96 4 58 41 98 2
American Indian < < 100 0 < < 100 0
Asian 59 37 96 4 68 29 97 3 68 30 98 2
Black 10 71 81 19 16 68 84 16 47 53 100 0
Hispanic 32 59 92 8 33 60 93 7 36 60 95 5
White 36 59 96 4 39 54 93 7 46 52 98 2
Multiple Races 55 45 100 0 47 53 100 0 67 31 98 2
Students with Disabilities 16 64 80 20 19 52 72 28 21 67 88 12
Students without Disabilities 45 52 97 3 49 48 97 3 58 41 99 1
Economically Disadvantaged 27 55 82 18 38 48 86 14 31 65 96 4
Not Economically Disadvantaged 43 53 96 4 46 48 95 5 54 44 98 2
English Learners 14 61 76 24 15 68 83 18 31 61 92 8
Military Connected 48 48 97 3 26 70 96 4 44 56 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 50 94 6 51 45 96 4 35 62 97 3
Female 34 59 93 7 45 49 95 5 27 71 97 3
Male 52 43 95 5 56 41 97 3 44 53 97 3
Asian 55 38 93 8 70 30 100 0 47 51 98 2
Black < < 100 0 < < < < < < 100 0
Hispanic 45 45 91 9 < < < < < < < <
White 35 59 94 6 44 51 95 5 28 69 98 2
Multiple Races 60 40 100 0 46 54 100 0 < < 100 0
Students with Disabilities 17 67 83 17 25 55 80 20 14 67 81 19
Students without Disabilities 47 48 95 5 55 44 98 2 38 62 100 0
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged 44 50 94 6 52 44 96 4 37 61 98 2
English Learners 6 83 89 11 < < < < 19 75 94 6
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 44 51 95 5 46 43 89 11 67 32 99 1
Female 39 54 93 7 42 47 89 11 62 38 100 0
Male 50 47 97 3 49 41 90 10 72 26 99 1
Asian 60 36 95 5 68 26 94 6 80 17 98 2
Black < < < < < < 100 0 < < 100 0
Hispanic 29 57 86 14 36 43 79 21 < < 100 0
White 40 57 96 4 37 49 87 13 61 39 100 0
Multiple Races 47 53 100 0 55 45 100 0 75 25 100 0
Students with Disabilities 20 60 80 20 11 47 58 42 38 63 100 0
Students without Disabilities 46 50 96 4 50 43 93 7 71 28 99 1
Economically Disadvantaged < < < < < < 100 0 < < 100 0
Not Economically Disadvantaged 45 51 96 4 45 43 89 11 68 31 99 1
English Learners 6 63 69 31 13 67 80 20 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 70 82 18 27 63 90 10 31 59 90 10
Female 10 70 80 20 24 65 89 11 33 52 85 15
Male 15 70 85 15 33 58 92 8 31 64 94 6
American Indian < < 100 0
Asian < < 100 0 18 64 82 18 18 73 91 9
Black < < < < < < < < < < 100 0
Hispanic 9 73 82 18 36 64 100 0 < < < <
White 12 71 82 18 30 59 89 11 33 56 88 12
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < 8 58 67 33 11 63 74 26
Students without Disabilities 10 73 83 17 31 64 95 5 39 57 96 4
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 13 70 83 17 26 66 92 8 30 59 89 11
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 55 98 2 47 50 97 3 49 50 99 1
Female 43 55 98 2 45 51 96 4 46 53 99 1
Male 43 55 98 2 50 49 99 1 53 47 100 0
Asian 60 35 95 5 73 28 100 0 74 26 100 0
Black < < < < < < < < < < 100 0
Hispanic 42 58 100 0 35 65 100 0 31 69 100 0
White 38 61 99 1 39 57 96 4 41 59 100 0
Multiple Races 47 53 100 0 55 45 100 0 46 46 92 8
Students with Disabilities 11 67 78 22 29 50 79 21 8 92 100 0
Students without Disabilities 46 54 100 0 49 50 99 1 53 46 99 1
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 42 56 98 2 48 50 98 2 50 49 99 1
English Learners 45 36 82 18 < < < < < < 100 0
Military Connected 36 64 100 0 < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 54 46 100 0 50 50 100 0 82 18 100 0
Female 57 43 100 0 58 42 100 0 82 18 100 0
Male 52 48 100 0 43 57 100 0 83 17 100 0
Asian 63 37 100 0 74 26 100 0 90 10 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 48 52 100 0 40 60 100 0 78 22 100 0
Multiple Races 69 31 100 0 < < 100 0 85 15 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 55 45 100 0 50 50 100 0 84 16 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 55 45 100 0 49 51 100 0 82 18 100 0
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 56 90 10 40 51 91 9 34 61 95 5
Female 29 59 88 12 31 57 88 12 33 59 92 8
Male 39 52 91 9 51 44 94 6 34 62 97 3
American Indian < < 100 0
Asian 45 52 97 3 41 50 91 9 36 57 93 7
Black < < < < < < < < < < 100 0
Hispanic 24 59 82 18 47 40 87 13 38 54 92 8
White 33 57 91 9 36 57 93 7 29 66 94 6
Multiple Races < < 100 0 50 39 89 11 50 50 100 0
Students with Disabilities 20 60 80 20 19 56 75 25 10 70 80 20
Students without Disabilities 35 55 90 10 42 51 92 8 37 60 97 3
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 34 55 90 10 39 53 92 8 34 61 94 6
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 55 27 82 18 < < < <
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 56 90 10 40 51 91 9 34 61 95 5
Female 29 59 88 12 31 57 88 12 33 59 92 8
Male 39 52 91 9 51 44 94 6 34 62 97 3
American Indian < < 100 0
Asian 45 52 97 3 41 50 91 9 36 57 93 7
Black < < < < < < < < < < 100 0
Hispanic 24 59 82 18 47 40 87 13 38 54 92 8
White 33 57 91 9 36 57 93 7 29 66 94 6
Multiple Races < < 100 0 50 39 89 11 50 50 100 0
Students with Disabilities 20 60 80 20 19 56 75 25 10 70 80 20
Students without Disabilities 35 55 90 10 42 51 92 8 37 60 97 3
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 34 55 90 10 39 53 92 8 34 61 94 6
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 55 27 82 18 < < < <
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2022-2023 2023-2024 2024-2025
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

2022-20232023-20242024-2025
School1597
Division1,2231,6021,077
State4,4606,3614,559
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
2022-20232023-20242024-2025
Kindergarten9510370
Grade 1139122110
Grade 2153155125
Grade 3144148147
Grade 4154162147
Grade 5153162162
Grade 6185154158
Pre-kindergarten-12
Total Enrollment1,0231,007921

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

Fall Membership by Student Group

Fall Membership By Student Group:

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 2022-20232023-20242024-2025
All Students10231007921
Female514513475
Male509493444
Asian267264245
Black292826
Hispanic838771
White550545492
Multiple Races948286
Students with Disabilities90104112
Students without Disabilities933903809
Economically Disadvantaged435240
Not Economically Disadvantaged980955881
English Learners148135113
Not English Learners875872808
Military Connected453929
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students943979397287742
Female478504853345521
Male464474533942221
American Indian--<<<<
Asian25618243242377
Black246281280
Hispanic7711808665
White498565083546623
Multiple Races886794797
Students with Disabilities98101091110811
Economically Disadvantaged348417375
English Learners13123121141087
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Relationship Behaviors without Physical Harm3
Behaviors of a Safety Concern8
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others1

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 2 3
Out-of-School Suspension 0 1
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 0 0
Bus Suspension 1 0

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 3.54.14
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 59.517.7
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 46.459.645
< = 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.

Teacher Quality

Teacher Quality

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

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202327%68%1%4%
2023-202430%67%0%3%
2024-202529%68%0%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPYes-Yes-
AsianYes - CPYes-Yes-
BlackYesYes-Yes-
HispanicYes - No CPYes-Yes-
WhiteYes - No CPYes-Yes-
Multiple RacesYes - No CPYes-Yes-
Economically DisadvantagedYesYes-No-
English LearnersYes - CPYesYesYes-
Students with DisabilitiesYes - CPYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students93%93%79%88%
Asian97%94%91%88%
Black89%79%68%88%
Hispanic90%90%68%88%
White92%94%85%88%
Multiple Races98%99%83%88%
Economically Disadvantaged75%69%68%88%
English Learners81%79%60%88%
Students with Disabilities75%72%57%88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students94%95%74%85%
Asian97%97%90%85%
Black84%82%61%85%
Hispanic93%92%63%85%
White93%95%81%85%
Multiple Races100%99%77%85%
Economically Disadvantaged86%81%62%85%
English Learners92%89%58%85%
Students with Disabilities72%76%54%85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students91%
Asian91%
Black<
Hispanic87%
White93%
Multiple Races89%
Economically Disadvantaged<
English Learners71%
Students with Disabilities75%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students7%8%12%10%
Asian9%8%10%10%
Black3%12%12%10%
Hispanic9%11%12%10%
White6%8%12%10%
Multiple Races5%6%12%10%
Economically Disadvantaged15%17%13%10%
English Learners10%13%12%10%
Students with Disabilities9%9%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress82%54%58%
English Learner Proficiency30%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress404982%
English Learner Proficiency258230%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-99%1%
Asian100%-100%-100%-
Black100%-100%-<<
Hispanic100%-98%2%100%-
White100%-100%-100%-
Multiple Races100%-98%2%95%5%
Economically Disadvantaged100%-100%-<<
Not Economically Disadvantaged100%-100%-99%1%
English Learners100%-100%-100%-
Students with Disabilities100%-100%-100%-
Students without Disabilities100%-100%-99%1%
Female100%-99%1%99%1%
Male100%-100%-100%-
Migrant------

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students95%95%
Asian97%96%
Black100%93%
Hispanic92%96%
White94%95%
Multiple Races100%100%
Economically Disadvantaged86%95%
English Learners85%94%
Students with Disabilities81%77%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Early Learning

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
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