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Kiln Creek Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-886-7961
Address: 1501 Kiln Creek Pkwy Newport News, VA 23602
Principal: Sean Holleran
Superintendent: Dr. George Parker III
School Number: 1290
Region: 2
Division: Newport News City Public Schools
Division Number: 117
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 61 82 18 19 61 80 20 18 51 69 31
Female 18 63 82 18 17 63 80 20 18 52 70 30
Male 23 59 82 18 20 59 79 21 17 50 67 33
American Indian < < 100 0 < < < <
Asian 6 82 88 12 36 57 93 7 21 71 93 7
Black 19 57 76 24 16 57 73 27 16 42 59 41
Hispanic 16 65 80 20 17 66 83 17 17 55 72 28
White 27 61 88 12 24 59 83 17 21 65 86 14
Multiple Races 30 65 95 5 15 76 91 9 19 63 81 19
Students with Disabilities 24 22 45 55 36 21 57 43 35 26 61 39
Students without Disabilities 20 68 89 11 15 69 84 16 14 57 70 30
Economically Disadvantaged 17 60 77 23 13 60 72 28 13 41 54 46
Not Economically Disadvantaged 24 63 87 13 23 62 86 14 22 61 83 17
English Learners 11 78 89 11 10 40 50 50 6 33 39 61
Homeless < < < < < < < < < < < <
Military Connected 20 63 83 17 18 68 86 14
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 84 16 21 57 78 22 16 56 72 28
Female 18 61 79 21 23 52 75 25 16 59 74 26
Male 17 72 89 11 19 61 80 20 16 54 70 30
Asian < < 100 0 < < 100 0 < < < <
Black 17 63 81 19 18 58 77 23 12 48 61 39
Hispanic 9 64 73 27 18 55 73 27 38 46 85 15
White 22 70 91 9 32 53 84 16 - 84 84 16
Multiple Races 29 64 93 7 10 60 70 30 < < 100 0
Students with Disabilities 22 28 50 50 44 22 67 33 40 33 73 27
Students without Disabilities 16 73 90 10 16 63 80 20 12 60 72 28
Economically Disadvantaged 16 67 83 17 10 58 69 31 12 49 61 39
Not Economically Disadvantaged 19 65 85 15 28 56 84 16 20 64 84 16
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 39 39 78 22 12 88 100 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 25 59 84 16 15 63 78 22 19 42 61 39
Female 22 66 88 13 8 68 77 23 21 42 63 37
Male 29 52 81 19 22 57 80 20 17 43 60 40
American Indian < < < <
Asian < < < < < < 100 0 < < 100 0
Black 24 54 78 22 18 47 65 35 18 34 52 48
Hispanic 33 50 83 17 8 75 83 17 16 53 68 32
White 21 68 89 11 14 71 86 14 29 47 76 24
Multiple Races 29 71 100 0 20 80 100 0 < < < <
Students with Disabilities 33 17 50 50 32 32 63 37 50 6 56 44
Students without Disabilities 23 67 91 9 11 70 81 19 13 49 62 38
Economically Disadvantaged 23 57 79 21 17 57 74 26 13 32 45 55
Not Economically Disadvantaged 27 62 89 11 13 69 82 18 24 51 75 25
English Learners < < < < < < < < 10 20 30 70
Homeless < < < < < < < <
Military Connected 13 75 88 13 31 38 69 31
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 20 58 78 22 20 63 83 17 18 55 73 27
Female 15 63 77 23 21 68 89 11 18 54 72 28
Male 24 54 78 22 19 58 77 23 18 56 74 26
Asian < < < < < < < < < < 100 0
Black 16 54 70 30 13 64 76 24 20 44 64 36
Hispanic - 91 91 9 31 69 100 0 7 61 68 32
White 39 43 83 17 27 54 81 19 33 62 95 5
Multiple Races < < < < 15 85 100 0 < < < <
Students with Disabilities 13 20 33 67 32 11 42 58 23 35 58 42
Students without Disabilities 21 64 85 15 18 74 92 8 16 61 78 22
Economically Disadvantaged 14 55 70 30 10 63 73 27 15 39 54 46
Not Economically Disadvantaged 25 61 86 14 28 63 91 9 21 70 91 9
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected 14 68 82 18 13 75 88 13
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 20 65 85 15 24 55 79 21 17 61 79 21
Female 19 65 84 16 21 56 77 23 15 63 78 22
Male 22 64 87 13 26 54 80 20 19 60 79 21
American Indian < < 100 0 < < 100 0
Asian 47 41 88 12 50 43 93 7 33 60 93 7
Black 12 68 80 20 21 49 70 30 13 55 69 31
Hispanic 20 61 80 20 19 59 78 22 12 72 83 17
White 28 65 93 7 36 58 94 6 30 60 89 11
Multiple Races 30 65 95 5 12 73 85 15 19 81 100 0
Students with Disabilities 25 27 52 48 34 16 50 50 37 23 60 40
Students without Disabilities 20 72 91 9 22 63 84 16 13 69 83 17
Economically Disadvantaged 17 64 81 19 18 50 68 32 10 56 66 34
Not Economically Disadvantaged 24 65 89 11 28 59 87 13 24 66 90 10
English Learners 28 67 94 6 - 50 50 50 5 68 74 26
Homeless < < 100 0 < < < < < < < <
Military Connected 25 59 84 16 26 67 93 7
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 13 72 85 15 22 58 79 21 21 54 75 25
Female 8 73 81 19 25 56 81 19 22 47 69 31
Male 18 71 89 11 19 59 78 22 20 63 82 18
Asian < < 100 0 < < 100 0 < < < <
Black 8 77 85 15 22 55 77 23 14 50 64 36
Hispanic 13 52 65 35 9 59 68 32 31 62 92 8
White 22 74 96 4 42 53 95 5 32 58 89 11
Multiple Races 21 71 93 7 - 80 80 20 < < 100 0
Students with Disabilities 28 22 50 50 39 11 50 50 40 13 53 47
Students without Disabilities 10 81 91 9 18 66 85 15 18 61 79 21
Economically Disadvantaged 12 72 85 15 15 56 71 29 12 51 63 37
Not Economically Disadvantaged 13 72 85 15 26 59 85 15 31 58 89 11
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected 33 50 83 17 47 53 100 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 57 87 13 25 55 80 20 18 61 79 21
Female 29 59 87 13 18 55 73 27 16 70 86 14
Male 31 55 86 14 33 55 88 12 19 56 75 25
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 20 61 82 18 29 43 71 29 11 64 75 25
Hispanic 41 47 88 12 13 63 75 25 5 68 74 26
White 36 57 93 7 43 52 95 5 41 41 82 18
Multiple Races 29 64 93 7 - 90 90 10 < < 100 0
Students with Disabilities 33 22 56 44 32 26 58 42 50 19 69 31
Students without Disabilities 29 64 93 7 23 61 84 16 12 69 81 19
Economically Disadvantaged 25 53 78 22 22 50 72 28 9 60 68 32
Not Economically Disadvantaged 33 60 94 6 27 60 87 13 25 63 88 12
English Learners < < < < < < 100 0 10 50 60 40
Homeless < < < < < < < <
Military Connected 29 63 92 8 25 63 88 13
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 19 65 84 16 25 52 77 23 13 69 81 19
Female 20 63 83 17 21 56 77 23 7 74 80 20
Male 18 67 85 15 29 47 76 24 20 63 82 18
Asian < < < < < < < < < < 100 0
Black 9 65 75 25 13 48 61 39 16 52 68 32
Hispanic - 100 100 0 46 54 100 0 7 79 86 14
White 26 65 91 9 27 65 92 8 19 76 95 5
Multiple Races < < 100 0 31 54 85 15 < < 100 0
Students with Disabilities 13 38 50 50 32 11 42 58 27 31 58 42
Students without Disabilities 20 70 90 10 23 61 84 16 8 80 88 12
Economically Disadvantaged 15 65 80 20 16 45 61 39 9 59 69 31
Not Economically Disadvantaged 24 65 88 12 31 58 89 11 16 78 93 7
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 14 64 77 23 13 79 92 8
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 17 63 80 20 20 58 79 21 21 63 83 17
Female 11 70 81 19 18 63 81 19 13 67 80 20
Male 22 58 80 20 24 53 76 24 29 57 86 14
Asian < < 100 0 < < < < < < 100 0
Black 11 62 73 27 7 57 65 35 22 48 70 30
Hispanic - 73 73 27 15 69 85 15 11 82 93 7
White 30 57 87 13 38 58 96 4 29 67 95 5
Multiple Races < < 100 0 38 54 92 8 < < < <
Students with Disabilities 27 20 47 53 11 26 37 63 27 38 65 35
Students without Disabilities 15 70 86 14 22 65 87 13 19 70 88 12
Economically Disadvantaged 11 59 70 30 6 55 61 39 19 54 72 28
Not Economically Disadvantaged 24 68 92 8 31 61 92 8 22 71 93 7
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 14 59 73 27 21 71 92 8
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 17 63 80 20 20 58 79 21 21 63 83 17
Female 11 70 81 19 18 63 81 19 13 67 80 20
Male 22 58 80 20 24 53 76 24 29 57 86 14
Asian < < 100 0 < < < < < < 100 0
Black 11 62 73 27 7 57 65 35 22 48 70 30
Hispanic - 73 73 27 15 69 85 15 11 82 93 7
White 30 57 87 13 38 58 96 4 29 67 95 5
Multiple Races < < 100 0 38 54 92 8 < < < <
Students with Disabilities 27 20 47 53 11 26 37 63 27 38 65 35
Students without Disabilities 15 70 86 14 22 65 87 13 19 70 88 12
Economically Disadvantaged 11 59 70 30 6 55 61 39 19 54 72 28
Not Economically Disadvantaged 24 68 92 8 31 61 92 8 22 71 93 7
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 14 59 73 27 21 71 92 8
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 46 47 94 6 40 51 92 8 31 43 74 26
Female 42 53 95 5 38 57 95 5 30 44 74 26
Male 52 40 92 8 43 45 88 12 32 42 74 26
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 37 51 88 12 29 57 86 14 29 41 70 30
Hispanic 38 63 100 0 38 58 96 4 22 50 72 28
White 61 39 100 0 62 33 95 5 41 41 82 18
Multiple Races 50 43 93 7 50 50 100 0 < < < <
Students with Disabilities 41 35 76 24 16 68 84 16 40 33 73 27
Students without Disabilities 47 49 97 3 46 48 93 7 30 44 74 26
Economically Disadvantaged 30 62 92 8 37 50 87 13 26 37 63 37
Not Economically Disadvantaged 59 36 95 5 44 53 96 4 36 47 83 17
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < 100 0 < < 100 0
Military Connected 50 50 100 0 47 27 73 27
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 44 49 93 7 42 50 91 9 29 44 72 28
Female 42 53 95 5 38 57 95 5 31 43 74 26
Male 48 43 91 9 47 40 86 14 27 45 71 29
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 35 52 88 13 30 55 84 16 24 43 67 33
Hispanic 25 75 100 0 39 57 96 4 22 50 72 28
White 59 41 100 0 62 33 95 5 40 40 80 20
Multiple Races 50 43 93 7 50 50 100 0 < < < <
Students with Disabilities < < < < 15 62 77 23 < < < <
Students without Disabilities 47 49 97 3 46 48 93 7 30 44 74 26
Economically Disadvantaged 23 67 91 9 38 48 86 14 23 37 60 40
Not Economically Disadvantaged 59 37 95 5 45 51 96 4 33 49 82 18
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < 100 0 < < 100 0
Military Connected 50 50 100 0 43 29 71 29
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--1
Division894240
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
Kindergarten11211995
Grade 1109119120
Grade 2113107108
Grade 311310689
Grade 4109114104
Grade 5110105104
Total Students666670620

< = 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 Students666670620
Female326321304
Male340349316
American Indian221
Asian252726
Black326345315
Hispanic1028885
Native Hawaiian223
White140135125
Multiple Races697165
Students with Disabilities828487
Students without Disabilities584586533
Economically Disadvantaged284285340
Not Economically Disadvantaged382385280
English Learners383933
Not English Learners628631587
Homeless37-
Military Connected11210485
< = 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 Students6188558990575100
Female305392994429542
Male313462904628058
American Indian<<<<<<
Asian344290232
Black298472795227255
Hispanic901196138913
Native Hawaiian<<<<<<
White130141241712819
Multiple Races629586619
Students with Disabilities742274236929
Economically Disadvantaged299662535626776
English Learners391401394
Homeless75841010
< = 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 48
Other Offenses Against Persons <
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.1--0.3
Asian5.33.74.83.8
Black47.770.448.38048.965.1
Hispanic14.63.715.711.415.316.3
Native Hawaiian0.40.60.3
White21.23.720.15.72114
Multiple Races10.718.510.52.910.44.7
< = 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 Indian0.10.3
Asian5.34.83.8
Black47.748.348.9
Hispanic14.615.715.3
Native Hawaiian0.40.60.3
White21.220.121
Multiple Races10.710.510.4
< = 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 Indian0.1--0.3
Asian5.34.83.8
Black47.748.348.9
Hispanic14.615.715.3
Native Hawaiian0.40.60.3
White21.220.121
Multiple Races10.710.510.4
< = 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 83.883.976.4
< = 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 76.27677.2
< = 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 74.476.377.4
< = 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
2017-201842%56%0%2%
2018-201941%54%0%5%
2019-202030%59%0%11%
< = 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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