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King's Grant Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-648-2800
Address: 612 N Lynnhaven Rd Virginia Beach, VA 23452-5899
Principal: Dr. Lorena L. Kelly
Superintendent: Dr. Aaron C. Spence
School Number: 420
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
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 26 58 84 16 21 64 84 16 22 55 77 23
Female 27 61 88 12 21 69 90 10 20 63 83 17
Male 25 56 81 19 20 59 80 20 25 49 73 27
Asian < < 100 0 < < 100 0 36 55 91 9
Black 7 59 67 33 4 61 64 36 7 53 59 41
Hispanic 32 58 90 10 9 66 75 25 5 53 58 42
White 32 56 88 12 27 64 91 9 29 55 84 16
Multiple Races 12 65 76 24 27 60 87 13 21 61 82 18
Students with Disabilities 7 43 50 50 3 59 62 38 3 38 41 59
Students without Disabilities 28 60 89 11 23 64 87 13 25 57 82 18
Economically Disadvantaged 14 67 81 19 13 66 79 21 11 55 66 34
Not Economically Disadvantaged 35 51 86 14 27 62 89 11 33 55 88 12
English Learners < < < < < < < < < < < <
Military Connected 20 63 83 17 20 55 75 25
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 26 63 89 11 18 63 80 20 22 46 68 32
Female 20 73 93 7 18 62 80 20 21 52 74 26
Male 30 56 86 14 17 63 81 19 22 41 63 37
Asian < < 100 0 < < 100 0 < < < <
Black 8 83 92 8 - 58 58 42 14 36 50 50
Hispanic < < 100 0 < < < < < < < <
White 30 56 86 14 25 63 88 12 25 51 75 25
Multiple Races 20 70 90 10 < < < < 10 60 70 30
Students with Disabilities 23 46 69 31 < < < < < < < <
Students without Disabilities 26 66 92 8 19 66 85 15 23 49 72 28
Economically Disadvantaged 14 79 93 7 4 68 72 28 9 39 48 52
Not Economically Disadvantaged 34 52 86 14 30 58 88 12 33 53 86 14
English Learners < < 100 0 < < < < < < < <
Military Connected 22 56 78 22 15 54 69 31
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 28 59 87 13 24 63 87 13 17 62 80 20
Female 37 55 92 8 19 78 97 3 17 67 85 15
Male 19 63 82 18 27 53 80 20 17 57 74 26
Asian < < 100 0 < < 100 0
Black - 73 73 27 8 62 69 31 - 61 61 39
Hispanic 38 38 77 23 < < < < < < < <
White 37 58 95 5 29 62 90 10 25 62 87 13
Multiple Races 6 69 75 25 30 60 90 10 < < < <
Students with Disabilities - 55 55 45 7 73 80 20 - 20 20 80
Students without Disabilities 31 59 91 9 27 61 88 12 19 67 86 14
Economically Disadvantaged 11 73 84 16 21 63 83 17 7 67 74 26
Not Economically Disadvantaged 39 50 89 11 27 63 90 10 25 58 84 16
English Learners < < < < < < < < < < < <
Military Connected 20 70 90 10 29 41 71 29
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 23 53 76 24 21 66 86 14 28 56 83 17
Female 20 59 78 22 24 69 94 6 21 68 89 11
Male 26 48 74 26 17 61 78 22 31 49 80 20
Asian < < 100 0 < < 100 0
Black 11 41 52 48 4 63 67 33 5 63 68 32
Hispanic 27 73 100 0 13 73 87 13 10 60 70 30
White 29 54 83 17 26 68 94 6 35 52 88 12
Multiple Races < < < < 33 50 83 17 36 55 91 9
Students with Disabilities - 33 33 67 - 67 67 33 5 55 60 40
Students without Disabilities 28 56 84 16 23 65 88 12 33 56 89 11
Economically Disadvantaged 16 53 69 31 14 67 82 18 16 57 73 27
Not Economically Disadvantaged 31 52 83 17 25 64 90 10 40 54 94 6
English Learners < < 100 0 < < < < < < < <
Military Connected 15 69 85 15 10 80 90 10
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 33 53 85 15 31 58 89 11 18 65 83 17
Female 35 50 85 15 30 60 90 10 20 66 86 14
Male 31 55 85 15 33 55 87 13 17 63 80 20
Asian < < 100 0 < < 100 0 27 55 82 18
Black 6 63 69 31 13 61 73 27 2 68 69 31
Hispanic 30 53 83 17 28 53 81 19 10 65 75 25
White 40 51 91 9 36 57 93 7 24 64 87 13
Multiple Races 30 48 79 21 37 60 97 3 18 68 86 14
Students with Disabilities 5 43 48 52 3 62 65 35 - 46 46 54
Students without Disabilities 37 54 91 9 35 57 92 8 21 67 88 12
Economically Disadvantaged 21 57 78 22 22 63 85 15 10 64 73 27
Not Economically Disadvantaged 42 49 91 9 39 53 92 8 25 66 91 9
English Learners < < 100 0 < < < < < < < <
Military Connected 27 59 85 15 23 58 80 20
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 27 58 85 15 26 60 86 14 22 63 85 15
Female 20 61 80 20 24 64 87 13 21 67 88 12
Male 32 55 88 13 29 56 85 15 22 61 82 18
Asian < < 100 0 < < 100 0 < < < <
Black - 83 83 17 5 53 58 42 5 77 82 18
Hispanic < < < < < < < < < < 100 0
White 32 53 85 15 26 66 93 7 26 61 88 12
Multiple Races < < < < < < 100 0 30 50 80 20
Students with Disabilities - 46 46 54 < < < < < < < <
Students without Disabilities 31 60 90 10 28 61 89 11 23 64 87 13
Economically Disadvantaged 15 61 76 24 18 60 78 22 11 61 73 27
Not Economically Disadvantaged 36 55 91 9 33 60 93 7 31 65 96 4
English Learners < < 100 0 < < < < < < < <
Military Connected 33 50 83 17 31 62 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 43 47 90 10 39 54 93 7 22 60 82 18
Female 50 42 92 8 32 62 95 5 23 60 83 17
Male 35 53 88 12 43 48 92 8 22 59 80 20
Asian < < 100 0 < < < <
Black 7 73 80 20 23 69 92 8 - 61 61 39
Hispanic 46 31 77 23 < < 100 0 < < < <
White 51 47 97 3 44 46 90 10 30 58 88 12
Multiple Races 38 38 75 25 30 70 100 0 < < 100 0
Students with Disabilities 9 55 64 36 7 73 80 20 - 20 20 80
Students without Disabilities 46 46 92 8 45 50 95 5 25 64 89 11
Economically Disadvantaged 31 51 82 18 25 65 90 10 16 58 74 26
Not Economically Disadvantaged 50 44 94 6 53 43 96 4 27 61 88 13
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 10 80 90 10 29 41 71 29
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 27 54 81 19 29 59 88 12 11 70 81 19
Female 29 51 80 20 34 56 90 10 13 74 87 13
Male 26 56 82 18 24 61 85 15 10 69 79 21
Asian < < 100 0 < < 100 0
Black 7 48 56 44 13 63 75 25 - 63 63 37
Hispanic 30 70 100 0 20 53 73 27 - 80 80 20
White 35 54 89 11 37 58 95 5 15 71 86 14
Multiple Races < < < < 33 58 92 8 9 73 82 18
Students with Disabilities 6 33 39 61 - 58 58 42 - 55 55 45
Students without Disabilities 31 58 89 11 33 59 91 9 14 74 88 13
Economically Disadvantaged 18 58 75 25 22 65 88 12 4 70 73 27
Not Economically Disadvantaged 37 50 87 13 34 54 88 12 19 71 90 10
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 31 54 85 15 - 80 80 20
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 20 57 77 23 11 65 76 24 11 61 72 28
Female 18 61 80 20 10 69 79 21 8 68 76 24
Male 22 54 75 25 13 59 72 28 13 57 70 30
Asian < < 100 0 < < 100 0
Black 4 48 52 48 8 29 38 63 - 37 37 63
Hispanic 10 80 90 10 - 53 53 47 10 60 70 30
White 27 57 84 16 17 77 94 6 14 66 80 20
Multiple Races < < < < - 83 83 17 9 73 82 18
Students with Disabilities 6 25 31 69 - 33 33 67 - 40 40 60
Students without Disabilities 23 62 85 15 13 68 81 19 14 66 80 20
Economically Disadvantaged 9 62 71 29 4 61 65 35 9 50 59 41
Not Economically Disadvantaged 31 52 83 17 16 67 84 16 13 73 87 13
English Learners < < 100 0 < < < < < < < <
Military Connected 8 54 62 38 - 70 70 30
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 20 57 77 23 11 65 76 24 11 61 72 28
Female 18 61 80 20 10 69 79 21 8 68 76 24
Male 22 54 75 25 13 59 72 28 13 57 70 30
Asian < < 100 0 < < 100 0
Black 4 48 52 48 8 29 38 63 - 37 37 63
Hispanic 10 80 90 10 - 53 53 47 10 60 70 30
White 27 57 84 16 17 77 94 6 14 66 80 20
Multiple Races < < < < - 83 83 17 9 73 82 18
Students with Disabilities 6 25 31 69 - 33 33 67 - 40 40 60
Students without Disabilities 23 62 85 15 13 68 81 19 14 66 80 20
Economically Disadvantaged 9 62 71 29 4 61 65 35 9 50 59 41
Not Economically Disadvantaged 31 52 83 17 16 67 84 16 13 73 87 13
English Learners < < 100 0 < < < < < < < <
Military Connected 8 54 62 38 - 70 70 30
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 41 44 84 16 35 50 85 15 22 46 68 32
Female 37 49 86 14 37 49 86 14 18 47 66 34
Male 43 40 83 17 32 51 83 17 24 46 69 31
Asian < < 100 0 < < 100 0
Black 25 42 67 33 22 35 57 43 - 37 37 63
Hispanic 60 30 90 10 31 54 85 15 < < < <
White 43 48 90 10 39 56 95 5 22 52 73 27
Multiple Races < < < < 42 42 83 17 45 36 82 18
Students with Disabilities 19 38 56 44 - 58 58 42 - 30 30 70
Students without Disabilities 45 45 89 11 39 49 88 12 27 50 77 23
Economically Disadvantaged 30 50 80 20 29 51 80 20 11 41 52 48
Not Economically Disadvantaged 52 37 89 11 39 49 88 12 34 52 86 14
Military Connected 38 46 85 15 - 30 30 70
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 41 44 84 16 35 50 85 15 22 46 68 32
Female 37 49 86 14 37 49 86 14 18 47 66 34
Male 43 40 83 17 32 51 83 17 24 46 69 31
Asian < < 100 0 < < 100 0
Black 25 42 67 33 22 35 57 43 - 37 37 63
Hispanic 60 30 90 10 31 54 85 15 < < < <
White 43 48 90 10 39 56 95 5 22 52 73 27
Multiple Races < < < < 42 42 83 17 45 36 82 18
Students with Disabilities 19 38 56 44 - 58 58 42 - 30 30 70
Students without Disabilities 45 45 89 11 39 49 88 12 27 50 77 23
Economically Disadvantaged 30 50 80 20 29 51 80 20 11 41 52 48
Not Economically Disadvantaged 52 37 89 11 39 49 88 12 34 52 86 14
Military Connected 38 46 85 15 - 30 30 70
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
School2--
Division150113112
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
Pre-kindergarten897
Kindergarten7188104
Grade 18385104
Grade 2917889
Grade 31089175
Grade 410110189
Grade 5115106103
Total Students577558571

< = 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 Students577558571
Female284255279
Male293303292
Asian151718
Black105123129
Hispanic514558
White352319317
Multiple Races545347
Students with Disabilities697576
Students without Disabilities508483495
Economically Disadvantaged260254256
Not Economically Disadvantaged317304315
English Learners7915
Not English Learners570549556
Homeless111
Military Connected706569
< = 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 Students557505244649360
Female252232601623024
Male305272643026336
American Indian<<----
Asian130111180
Black8518104510121
Hispanic486426396
Native Hawaiian----<<
White355173193128628
Multiple Races568483485
Students with Disabilities6185095511
Economically Disadvantaged240392313123344
English Learners<<<<100
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 20
Other Offenses Against Persons 58
All Other Offenses <
Property Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.2----
Asian2.12.63
Black16.343.518.2402228.6
Hispanic9.58.78.8158.114.3
Native Hawaiian----0.2
White61.539.1614557.257.1
Multiple Races10.48.79.49.5
< = 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
Asian2.12.63
Black16.318.222
Hispanic9.58.88.1
Native Hawaiian0.2
White61.56157.2100
Multiple Races10.49.49.5
< = 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 Indian0.2----
Asian2.12.63
Black16.318.222
Hispanic9.58.88.1
Native Hawaiian----0.2
White61.56157.2
Multiple Races10.49.49.5
< = 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 43.344.143.5
< = 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 57.660.456.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 6977.467.1
< = 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
2017-201845%52%0%3%
2018-201945%53%0%2%
2019-202048%50%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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