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Kilby Shores Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-934-6214
Address: 111 Kilby Shores Dr Suffolk, VA 23434
Principal: Mrs. Lorri Banks
Superintendent: Dr. John Gordon III
School Number: 230
Region: 2
Division: Suffolk City Public Schools
Division Number: 127
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 60 81 19 15 63 78 22 17 59 76 24
Female 25 54 79 21 23 64 87 13 24 61 86 14
Male 17 66 82 18 8 62 70 30 11 57 69 31
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black 17 58 76 24 10 61 71 29 13 56 69 31
Hispanic 25 58 83 17 21 71 93 7 23 62 85 15
White 22 63 85 15 18 66 85 15 20 64 84 16
Multiple Races 18 64 82 18 < < < < < < < <
Students with Disabilities 4 40 44 56 - 33 33 67 3 38 41 59
Students without Disabilities 23 63 85 15 17 68 86 14 19 63 82 18
Economically Disadvantaged 16 52 68 32 10 60 70 30 9 61 69 31
Not Economically Disadvantaged 25 68 93 8 22 67 89 11 26 57 83 17
English Learners < < 100 0 < < < <
Homeless < < < <
Military Connected < < < < 19 59 78 22
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 19 58 78 22 14 62 75 25 17 60 77 23
Female 22 56 78 22 28 69 97 3 24 58 82 18
Male 17 60 77 23 2 56 59 41 11 61 73 27
Asian < < < < < < 100 0
Black 18 54 71 29 3 62 66 34 6 61 68 32
Hispanic < < < < < < 100 0 < < < <
White 15 68 82 18 19 61 81 19 26 56 82 18
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 19 61 81 19 16 67 83 17 19 62 81 19
Economically Disadvantaged 19 44 63 38 12 60 72 28 10 61 71 29
Not Economically Disadvantaged 20 71 91 9 17 63 80 20 25 58 83 17
Military Connected < < < < 21 57 79 21
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 18 63 81 19 15 66 82 18 21 55 76 24
Female 24 52 76 24 18 68 85 15 29 63 92 8
Male 12 74 86 14 14 65 78 22 13 47 61 39
American Indian < < < <
Asian < < 100 0 < < < <
Black 16 58 74 26 9 69 78 22 28 47 75 25
Hispanic < < 100 0 < < < < < < 100 0
White 17 69 86 14 21 68 88 12 17 63 80 20
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 43 43 57 - 50 50 50 8 31 38 62
Students without Disabilities 21 67 89 11 18 69 87 13 24 60 84 16
Economically Disadvantaged 10 60 71 29 8 65 73 27 15 55 70 30
Not Economically Disadvantaged 28 67 94 6 24 68 91 9 28 56 83 17
English Learners < < < <
Homeless < < < <
Military Connected < < 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 25 58 83 17 15 62 77 23 13 62 75 25
Female 28 55 83 18 23 58 80 20 19 63 81 19
Male 22 62 84 16 8 66 74 26 10 62 71 29
Black 19 63 81 19 14 55 69 31 6 59 65 35
Hispanic < < < < < < 100 0 < < < <
White 32 54 86 14 15 70 85 15 17 73 90 10
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 29 29 71 - 45 45 55
Students without Disabilities 27 59 86 14 19 69 88 13 16 66 81 19
Economically Disadvantaged 21 46 68 32 10 56 66 34 - 67 67 33
Not Economically Disadvantaged 27 65 92 8 25 71 96 4 25 58 83 17
Military Connected < < < <
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 16 64 79 21 18 58 76 24 16 71 88 13
Female 16 63 79 21 25 56 80 20 16 75 91 9
Male 16 64 80 20 12 60 72 28 16 69 85 15
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 64 72 28 12 54 66 34 7 77 84 16
Hispanic 25 58 83 17 21 71 93 7 23 69 92 8
White 20 64 84 16 25 60 85 15 24 67 91 9
Multiple Races 20 70 90 10 < < < < < < < <
Students with Disabilities - 46 46 54 - 30 30 70 6 50 56 44
Students without Disabilities 18 66 83 17 21 63 84 16 18 75 93 7
Economically Disadvantaged 10 59 70 30 10 59 69 31 10 72 83 17
Not Economically Disadvantaged 21 67 88 12 29 57 86 14 22 70 93 7
English Learners < < 100 0 < < 100 0
Homeless < < < <
Military Connected < < < < 15 81 96 4
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 9 65 74 26 10 62 71 29 15 67 82 18
Female 13 66 78 22 16 66 81 19 12 71 82 18
Male 6 65 71 29 5 59 63 37 18 64 82 18
Asian < < 100 0 < < 100 0
Black 4 70 74 26 7 48 55 45 - 72 72 28
Hispanic < < < < < < 100 0 < < 100 0
White 11 63 74 26 16 61 77 23 26 62 87 13
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 10 67 77 23 11 66 77 23 16 71 87 13
Economically Disadvantaged 6 59 66 34 7 58 65 35 7 64 71 29
Not Economically Disadvantaged 12 71 82 18 13 67 80 20 25 69 94 6
Military Connected < < < < 14 79 93 7
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 63 81 19 32 55 87 13 19 73 92 8
Female 21 57 79 21 38 56 94 6 21 76 97 3
Male 16 68 84 16 27 54 81 19 18 69 87 13
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 13 58 70 30 22 63 84 16 16 75 91 9
Hispanic < < 100 0 < < < < < < 100 0
White 21 68 89 11 41 53 94 6 26 68 94 6
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 46 46 54 - 30 30 70 8 54 62 38
Students without Disabilities 22 66 88 12 38 59 97 3 22 77 98 2
Economically Disadvantaged 13 57 70 30 16 65 81 19 20 71 90 10
Not Economically Disadvantaged 26 71 97 3 50 44 94 6 19 75 94 6
English Learners < < 100 0
Homeless < < < <
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 18 63 82 18 13 58 71 29 13 75 88 12
Female 13 68 80 20 20 48 68 33 15 78 93 7
Male 25 58 83 17 5 68 74 26 12 74 86 14
Black 6 68 74 26 7 52 60 40 6 82 88 12
Hispanic < < < < < < 100 0 < < < <
White 27 62 89 11 15 67 81 19 20 73 93 7
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 29 29 71 - 64 64 36
Students without Disabilities 20 64 84 16 16 64 80 20 16 78 93 7
Economically Disadvantaged 11 64 75 25 8 56 64 36 3 85 88 12
Not Economically Disadvantaged 23 63 85 15 21 61 82 18 22 67 89 11
Military Connected < < 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 18 67 86 14 14 59 73 27 20 59 80 20
Female 21 62 82 18 15 60 75 25 30 56 85 15
Male 16 73 89 11 13 58 71 29 14 62 76 24
Black 13 71 84 16 7 50 57 43 12 59 71 29
Hispanic < < < < < < 100 0 < < < <
White 24 65 89 11 22 70 93 7 30 63 93 7
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 29 29 71 - 27 27 73
Students without Disabilities 20 70 90 10 17 66 83 17 24 66 90 10
Economically Disadvantaged 11 59 70 30 6 58 64 36 9 61 70 30
Not Economically Disadvantaged 22 71 94 6 29 61 89 11 31 58 89 11
Military Connected < < 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 18 67 86 14 14 59 73 27 20 59 80 20
Female 21 62 82 18 15 60 75 25 30 56 85 15
Male 16 73 89 11 13 58 71 29 14 62 76 24
Black 13 71 84 16 7 50 57 43 12 59 71 29
Hispanic < < < < < < 100 0 < < < <
White 24 65 89 11 22 70 93 7 30 63 93 7
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 29 29 71 - 27 27 73
Students without Disabilities 20 70 90 10 17 66 83 17 24 66 90 10
Economically Disadvantaged 11 59 70 30 6 58 64 36 9 61 70 30
Not Economically Disadvantaged 22 71 94 6 29 61 89 11 31 58 89 11
Military Connected < < 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 40 49 89 11 54 37 90 10 35 55 89 11
Female 44 41 85 15 53 44 97 3 49 46 95 5
Male 36 56 92 8 54 30 84 16 21 63 84 16
Asian < < 100 0 < < 100 0
Black 33 50 83 17 44 44 88 13 34 56 91 9
Hispanic < < 100 0 < < < < < < 100 0
White 43 50 93 7 65 29 94 6 29 55 84 16
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 75 75 25 10 40 50 50 8 58 67 33
Students without Disabilities 47 44 91 9 61 36 97 3 40 54 94 6
Economically Disadvantaged 25 56 81 19 38 46 84 16 28 59 87 13
Not Economically Disadvantaged 63 38 100 0 71 26 97 3 42 50 92 8
English Learners < < 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 40 49 89 11 54 37 90 10 35 54 89 11
Female 44 41 85 15 53 44 97 3 50 44 94 6
Male 36 56 92 8 54 30 84 16 21 63 84 16
Asian < < 100 0 < < 100 0
Black 33 50 83 17 44 44 88 13 35 55 90 10
Hispanic < < 100 0 < < < < < < 100 0
White 43 50 93 7 65 29 94 6 29 55 84 16
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 75 75 25 10 40 50 50 9 55 64 36
Students without Disabilities 47 44 91 9 61 36 97 3 40 54 94 6
Economically Disadvantaged 25 56 81 19 38 46 84 16 29 58 87 13
Not Economically Disadvantaged 63 38 100 0 71 26 97 3 42 50 92 8
English Learners < < 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
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---
Division132
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-kindergarten514945
Kindergarten667974
Grade 1926575
Grade 2918171
Grade 3818983
Grade 4767176
Grade 5777772
Total Students534511496

< = 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 Students534511496
Female252235228
Male282276268
Asian765
Black220214228
Hispanic252927
White254231205
Multiple Races282930
Students with Disabilities685752
Students without Disabilities466454444
Economically Disadvantaged281248244
Not Economically Disadvantaged253263252
English Learners22-
Not English Learners532509496
Homeless135
Military Connected211419
< = 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 Students428514293541265
Female216252081719728
Male212262211821537
American Indian----<<
Asian<<<<<<
Black17821178916426
Hispanic193224202
White201262081920828
Multiple Races221143136
Students with Disabilities3864364313
Economically Disadvantaged211332272619450
English Learners<<<<<<
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 13
Other Offenses Against Persons 25
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 36

< = 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--0.2--
Asian1.51.31.32.6
Black40.668.640.266.741.252.6
Hispanic4.75.84.7
Native Hawaiian------
White49.531.448.933.347.642.1
Multiple Races3.63.65.22.6
< = 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 Indian0.2
Asian1.51.31.3
Black40.640.210041.2
Hispanic4.75.84.7
Native Hawaiian
White49.548.947.6
Multiple Races3.63.65.2
< = 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--0.2--
Asian1.51.31.3
Black40.640.241.2
Hispanic4.75.84.7
Native Hawaiian------
White49.548.947.6
Multiple Races3.63.65.2
< = 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 53.647.749.5
< = 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 57.462.754.6
< = 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 68.768.265.6
< = 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
2017-201838%49%0%13%
2018-201939%51%0%10%
2019-202038%53%0%9%
< = 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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