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Kyle R. Wilson Elementary

General school information

Category: Elementary (PK-05) School
Phone: 571-589-4327
Address: 5710 Liberty Hill Court Woodbridge, VA 22193
Principal: Ms. Gretchen Drzewucki
Superintendent: Dr. Steven L. Walts
School Number: 306
Region: 4
Division: Prince William County Public Schools
Division Number: 75
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: 2020 through 2022

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 65 81 19 23 57 80 20 18 62 80 20
Female 13 66 79 21 26 59 85 15 15 62 77 23
Male 19 64 83 17 20 56 76 24 22 62 84 16
Asian 18 36 55 45 28 44 72 28 32 63 95 5
Black 8 79 88 13 21 56 76 24 18 57 75 25
Hispanic 4 64 68 32 11 71 82 18 8 64 72 28
White 33 62 95 5 39 42 81 19 28 62 90 10
Multiple Races 30 70 100 0 < < 100 0 18 64 82 18
Students with Disabilities 8 54 62 38 23 40 63 37 8 28 36 64
Students without Disabilities 17 67 84 16 23 62 85 15 20 68 89 11
Economically Disadvantaged 2 58 60 40 8 68 75 25 8 62 70 30
Not Economically Disadvantaged 27 71 98 2 33 51 83 17 24 62 87 13
English Learners 6 55 61 39 22 33 56 44 - 32 32 68
Military Connected 31 69 100 0 44 31 75 25
Foster Care < < 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 16 65 81 19 23 57 80 20 18 62 80 20
Female 13 66 79 21 26 59 85 15 15 62 77 23
Male 19 64 83 17 20 56 76 24 22 62 84 16
Asian 18 36 55 45 28 44 72 28 32 63 95 5
Black 8 79 88 13 21 56 76 24 18 57 75 25
Hispanic 4 64 68 32 11 71 82 18 8 64 72 28
White 33 62 95 5 39 42 81 19 28 62 90 10
Multiple Races 30 70 100 0 < < 100 0 18 64 82 18
Students with Disabilities 8 54 62 38 23 40 63 37 8 28 36 64
Students without Disabilities 17 67 84 16 23 62 85 15 20 68 89 11
Economically Disadvantaged 2 58 60 40 8 68 75 25 8 62 70 30
Not Economically Disadvantaged 27 71 98 2 33 51 83 17 24 62 87 13
English Learners 6 55 61 39 22 33 56 44 - 32 32 68
Military Connected 31 69 100 0 44 31 75 25
Foster Care < < 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 42 46 89 11 53 39 92 8 64 25 89 11
Female 34 51 85 15 52 39 91 9 64 24 88 12
Male 48 43 91 9 55 39 94 6 63 25 89 11
Asian < < < < 90 10 100 0 58 42 100 0
Black 39 48 87 13 27 59 86 14 56 19 75 25
Hispanic 41 52 93 7 49 44 92 8 66 25 91 9
White 53 31 84 16 61 31 92 8 67 28 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 27 55 82 18 23 23 46 54 40 30 70 30
Students without Disabilities 44 45 90 10 57 41 98 2 66 24 90 10
Economically Disadvantaged 38 50 88 12 39 45 84 16 47 40 86 14
Not Economically Disadvantaged 44 45 89 11 60 36 96 4 73 16 90 10
English Learners 41 47 88 12 < < < < < < 100 0
Military Connected 38 46 85 15 60 30 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 43 45 89 11 54 39 93 7 63 25 88 12
Female 35 50 85 15 53 39 92 8 63 25 88 12
Male 49 42 91 9 55 39 94 6 63 25 88 12
Asian < < < < 90 10 100 0 64 36 100 0
Black 41 45 86 14 27 59 86 14 53 21 74 26
Hispanic 42 50 92 8 50 45 95 5 63 27 90 10
White 53 31 84 16 63 29 91 9 67 28 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < 27 18 45 55 < < < <
Students without Disabilities 44 45 90 10 57 41 98 2 66 24 90 10
Economically Disadvantaged 40 48 88 12 41 46 86 14 43 43 85 15
Not Economically Disadvantaged 44 44 89 11 61 36 96 4 74 16 90 10
English Learners 44 44 88 13 < < < < < < 100 0
Military Connected 42 42 83 17 60 30 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
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
School324
Division544285416
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten222426
Kindergarten149140115
Grade 1142149141
Grade 2139153136
Grade 3155132154
Grade 4142166138
Grade 5155154160
Total Students904918870

< = 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 Students904918870
Female417437414
Male487481456
Asian9796106
Black168192160
Hispanic338316323
Native Hawaiian111
White252269241
Multiple Races484338
Students with Disabilities1159988
Students without Disabilities789819782
Economically Disadvantaged355360331
Not Economically Disadvantaged549558539
English Learners266264258
Not English Learners638654612
Military Connected768376
Foster Care1--
< = 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 Students593536986580577
Female276333383236940
Male317203603343637
American Indian<<----
Asian541268157125
Black1339148715110
Hispanic179172242530627
Native Hawaiian<<<<<<
White178122131323312
Multiple Races473435433
Students with Disabilities5411721110015
Economically Disadvantaged192362574031551
English Learners157191702922742
< = 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 16
Other Offenses Against Persons <
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----
Asian10.25.610.310.7
Black22.25021.15018.662.5
Hispanic30.216.732.737.4
Native Hawaiian0.20.30.1
White29.322.229.45027.937.5
Multiple Races7.95.66.25.3
< = 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
Asian10.210.310.7
Black22.221.118.6
Hispanic30.232.737.4
Native Hawaiian0.20.30.1
White29.329.427.9
Multiple Races7.96.25.3
< = 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----
Asian10.210.310.7
Black22.221.118.6
Hispanic30.232.737.4
Native Hawaiian0.20.30.1
White29.329.427.9
Multiple Races7.96.25.3
< = 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 37.839.939.5
< = 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 42.645.145.4
< = 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 79.881.979.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201838%58%4%0%
2018-201936%61%3%0%
2019-202042%52%3%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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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