Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Kings Glen Elementary

General school information

Category: Elementary (04-06) School
Phone: 703-239-4000
Address: 5401 Danbury Forest Dr Springfield, VA 22151
Principal: Mr. Samuel Elson
Superintendent: Dr. Scott S. Brabrand
School Number: 1890
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

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

18.28% of the students in this school were chronically absent.

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

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

2016-20172017-20182018-2019
School444
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Grade 4163161137
Grade 5172167173
Grade 6160173172
Total Students495501482

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students495501482
Female241242244
Male254259238
American Indian131
Asian979384
Black424327
Hispanic128125129
Native Hawaiian121
White182195205
Multiple Races444035
Students with Disabilities889581
Students without Disabilities407406401
Economically Disadvantaged122138124
Not Economically Disadvantaged373363358
English Learners184187180
Not English Learners311314302
Homeless331
Military Connected526171
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

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 Students428294652447633
Female206182201723610
Male22211245724023
American Indian<<<<<<
Asian684933895
Black401413392
Hispanic11411119512210
Native Hawaiian<<<<<<
White1699171818612
Multiple Races334395354
Students with Disabilities871923917
Economically Disadvantaged11610122812012
English Learners15312175517315
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 <
Other Offenses Against Persons <

< = 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 Indian0.40.20.6
Asian16.119.68.318.6
Black9.312.58.516.78.622.2
Hispanic27.462.525.933.32544.4
Native Hawaiian0.40.20.4
White38.512.536.82538.933.3
Multiple Races7.812.58.916.78
< = 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 Indian0.40.20.6
Asian16.119.618.6
Black9.38.58.6
Hispanic27.425.925
Native Hawaiian0.40.20.4
White38.536.838.9
Multiple Races7.88.98
< = 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 Indian0.40.20.6
Asian16.119.618.6
Black9.38.58.6
Hispanic27.425.925
Native Hawaiian0.40.20.4
White38.536.838.9
Multiple Races7.88.98
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 25.125.326.1
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 30.521.522.9
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 82.174.174.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

2015-2016 school data (CSV)
2015-2016 school data (Excel)
Code Book
User Guide
Usage Agreement

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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201724%69%7%0%
2017-201829%64%7%0%
2018-201930%63%7%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-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 Students84%84%73%75%
Asian87%90%87%75%
Black90%91%60%75%
Hispanic68%67%63%75%
White92%91%81%75%
Economically Disadvantaged72%70%62%75%
English Learners72%71%53%75%
Students with Disabilities64%62%39%75%

< = 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 Students91%90%74%70%
Asian97%96%89%70%
Black90%93%60%70%
Hispanic84%80%64%70%
White95%94%81%70%
Economically Disadvantaged85%82%63%70%
English Learners88%84%57%70%
Students with Disabilities73%70%42%70%

< = 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 Students83%
Asian89%
Black<
Hispanic60%
White94%
Economically Disadvantaged76%
English Learners66%
Students with Disabilities52%

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students87%94%
Asian90%97%
Black90%95%
Hispanic73%88%
White92%96%
Economically Disadvantaged75%90%
English Learners77%90%
Students with Disabilities68%82%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students6%6%9%10%
Asian5%5%5%10%
Black5%5%9%10%
Hispanic8%7%9%10%
White6%5%9%10%
Economically Disadvantaged9%8%13%10%
English Learners8%6%8%10%
Students with Disabilities7%4%14%10%

< = 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 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 Progress69%46%58%
English Learner Proficiency36%--

< = 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 Progress547869%
English Learner Proficiency308436%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
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).

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
Public Preschool​
School %
Division 22%
State 33%

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​​​
School %
Division 64%
State 81%
Kings Glen Elementary to top