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Laurel Hill Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-551-5300
Address: 8390 Laurel Crest Dr. Lorton, VA 22079
Principal: Ms. Janice B. Edwards-Dalton
Superintendent: Dr. Scott S. Brabrand
School Number: 2348
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 Two 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 27 57 84 16 24 56 80 20 22 59 81 19
Female 31 58 89 11 29 53 81 19 28 58 85 15
Male 25 55 80 20 20 59 79 21 16 61 77 23
Asian 34 61 95 5 37 54 90 10 29 64 93 7
Black 18 53 71 29 11 57 68 32 10 53 63 37
Hispanic 28 49 77 23 22 47 69 31 16 73 89 11
Native Hawaiian < < 100 0
White 32 58 90 10 26 61 86 14 24 63 86 14
Multiple Races 28 56 84 16 24 55 79 21 41 41 83 17
Students with Disabilities 22 25 47 53 18 37 54 46 15 29 44 56
Students without Disabilities 28 60 88 12 25 59 83 17 22 63 85 15
Economically Disadvantaged 21 54 76 24 15 54 68 32 12 55 67 33
Not Economically Disadvantaged 29 57 86 14 27 57 83 17 24 61 85 15
English Learners 24 59 83 17 - 36 36 64 2 56 58 42
Homeless < < 100 0 < < < < < < < <
Military Connected 24 61 86 14 27 56 83 17
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 24 53 77 23 22 52 75 25 17 58 75 25
Female 32 56 87 13 27 50 77 23 18 62 80 20
Male 18 51 69 31 19 54 73 27 16 55 71 29
Asian 36 61 97 3 39 44 83 17 23 73 96 4
Black 16 43 59 41 6 56 63 38 8 50 58 42
Hispanic 36 45 82 18 < < < < < < < <
Native Hawaiian < < 100 0
White 20 61 80 20 17 60 77 23 19 64 83 17
Multiple Races 27 55 82 18 33 50 83 17 31 31 62 38
Students with Disabilities 11 11 21 79 12 18 29 71 < < < <
Students without Disabilities 26 59 85 15 24 58 82 18 17 59 76 24
Economically Disadvantaged 17 43 61 39 10 60 70 30 17 44 61 39
Not Economically Disadvantaged 25 55 80 20 26 50 76 24 17 61 78 22
English Learners 27 48 76 24 - 33 33 67 - 81 81 19
Homeless < < < < < < < <
Military Connected 13 73 87 13 14 57 71 29
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 21 63 84 16 20 63 83 17 15 61 75 25
Female 23 65 88 12 29 59 87 13 16 63 79 21
Male 19 61 80 20 14 66 79 21 14 59 73 27
Asian 24 69 92 8 30 70 100 0 21 64 86 14
Black 11 57 69 31 12 54 65 35 6 47 53 47
Hispanic 22 56 78 22 17 58 75 25 10 90 100 0
White 26 64 90 10 26 65 91 9 13 60 73 27
Multiple Races < < < < 10 80 90 10 < < < <
Students with Disabilities < < < < 14 45 59 41 - 17 17 83
Students without Disabilities 21 66 86 14 21 66 87 13 17 68 86 14
Economically Disadvantaged 8 65 73 27 7 53 60 40 7 59 66 34
Not Economically Disadvantaged 24 63 86 14 23 65 88 12 17 61 78 22
English Learners 12 68 80 20 - 50 50 50 - 48 48 52
Military Connected 27 59 86 14 15 69 85 15
Foster Care < < < <
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 32 51 83 17 29 49 78 22 29 55 84 16
Female 33 50 83 17 30 50 80 20 45 45 90 10
Male 30 52 83 17 28 48 76 24 17 63 80 20
Asian 45 50 95 5 40 46 87 13 42 52 94 6
Black 17 55 72 28 14 51 65 35 15 50 65 35
Hispanic 28 33 61 39 31 38 69 31 21 71 93 7
White 45 55 100 0 31 56 86 14 31 64 95 5
Multiple Races < < < < < < < < 62 38 100 0
Students with Disabilities 33 29 62 38 30 20 50 50 24 35 59 41
Students without Disabilities 31 55 87 13 29 51 80 20 30 57 88 13
Economically Disadvantaged 27 50 77 23 18 44 62 38 17 45 62 38
Not Economically Disadvantaged 33 52 84 16 33 50 83 17 32 57 90 10
English Learners 26 50 76 24 < < < < - 40 40 60
Military Connected 36 50 86 14 40 44 84 16
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 34 59 93 7 24 59 83 17 23 64 87 13
Female 36 60 96 4 28 53 81 19 28 62 91 9
Male 32 57 89 11 21 65 86 14 17 66 83 17
Asian 33 64 98 2 36 60 95 5 29 67 96 4
Black 29 58 87 13 13 64 77 23 8 65 73 28
Hispanic 30 70 100 0 25 44 69 31 20 67 87 13
White 41 51 92 8 29 61 90 10 29 62 91 9
Multiple Races < < < < 30 40 70 30 < < < <
Students with Disabilities 20 50 70 30 21 53 74 26 25 25 50 50
Students without Disabilities 35 59 95 5 25 60 85 15 23 68 90 10
Economically Disadvantaged 35 57 91 9 24 59 83 17 9 66 74 26
Not Economically Disadvantaged 34 59 93 7 24 59 83 17 27 64 91 9
English Learners 31 63 94 6 < < < <
Military Connected 21 63 84 16 29 64 93 7
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 54 83 17 23 56 79 21 27 61 87 13
Female 29 56 85 15 22 59 81 19 24 64 88 12
Male 30 52 82 18 25 52 77 23 29 58 87 13
Asian 44 49 93 7 38 55 92 8 45 52 97 3
Black 19 55 74 26 12 51 63 37 12 64 76 24
Hispanic 24 41 66 34 14 57 71 29 13 73 87 13
Native Hawaiian < < 100 0
White 28 61 89 11 23 63 86 14 27 62 89 11
Multiple Races 22 63 84 16 29 53 82 18 32 61 93 7
Students with Disabilities 23 35 58 42 21 29 50 50 22 29 51 49
Students without Disabilities 30 56 86 14 24 59 83 17 27 64 92 8
Economically Disadvantaged 19 46 65 35 13 55 68 32 16 63 79 21
Not Economically Disadvantaged 31 55 87 13 26 56 82 18 29 60 90 10
English Learners 27 54 81 19 6 30 36 64 15 53 68 32
Homeless < < 100 0 < < < < < < < <
Military Connected 19 64 83 17 27 64 91 9
Foster Care < < < <
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 20 54 74 26 25 48 74 26 24 66 90 10
Female 24 53 77 23 25 52 77 23 15 72 87 13
Male 18 54 72 28 26 46 71 29 33 60 93 7
Asian 45 52 97 3 37 41 78 22 38 62 100 0
Black 12 43 55 45 9 47 56 44 11 72 83 17
Hispanic 9 36 45 55 < < < < < < 100 0
Native Hawaiian < < 100 0
White 17 68 85 15 23 60 83 17 32 57 89 11
Multiple Races 9 73 82 18 50 33 83 17 15 69 85 15
Students with Disabilities 11 26 37 63 12 24 35 65 < < < <
Students without Disabilities 22 58 80 20 28 52 80 20 23 68 92 8
Economically Disadvantaged 4 39 43 57 13 50 63 37 11 67 78 22
Not Economically Disadvantaged 23 56 80 20 29 48 77 23 26 66 92 8
English Learners 15 45 61 39 8 29 38 63 27 64 91 9
Homeless < < < < < < < <
Military Connected 20 73 93 7 36 50 86 14
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 32 50 82 18 27 47 74 26 24 55 79 21
Female 29 54 83 17 27 57 84 16 21 59 80 20
Male 35 47 81 19 26 40 67 33 26 52 77 23
Asian 37 52 88 12 55 45 100 0 36 55 90 10
Black 26 49 74 26 17 31 48 52 9 61 70 30
Hispanic 22 50 72 28 8 58 67 33 10 60 70 30
White 33 53 85 15 23 60 84 16 21 52 72 28
Multiple Races < < < < 20 70 90 10 < < < <
Students with Disabilities < < < < 18 32 50 50 11 17 28 72
Students without Disabilities 32 51 83 17 28 50 78 22 26 62 88 13
Economically Disadvantaged 15 38 54 46 10 43 53 47 13 60 73 27
Not Economically Disadvantaged 35 53 88 12 31 48 79 21 27 53 80 20
English Learners 23 51 74 26 5 40 45 55 9 41 50 50
Military Connected 18 55 73 27 23 69 92 8
Foster Care < < < <
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 16 59 75 25 11 61 72 28 13 70 83 17
Female 15 58 73 27 9 60 70 30 11 76 87 13
Male 17 59 76 24 13 61 74 26 14 66 79 21
Asian 31 54 85 15 19 71 90 10 31 69 100 0
Black 10 60 69 31 4 52 56 44 5 58 63 37
Hispanic 14 29 43 57 - 50 50 50 - 85 85 15
White 14 81 95 5 16 64 80 20 22 78 100 0
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 20 45 65 35 20 30 50 50 31 25 56 44
Students without Disabilities 15 62 77 23 10 64 74 26 9 78 88 13
Economically Disadvantaged 11 44 56 44 4 61 64 36 4 68 72 28
Not Economically Disadvantaged 17 62 79 21 14 61 75 25 15 71 86 14
English Learners 19 61 81 19 < < < < - 60 60 40
Military Connected 10 70 80 20 10 80 90 10
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 38 57 95 5 16 70 86 14 32 61 92 8
Female 33 62 96 4 16 66 82 18 28 63 92 8
Male 42 53 94 6 15 73 89 11 35 58 93 7
Asian 49 49 97 3 33 65 98 3 53 45 98 2
Black 26 74 100 0 6 71 76 24 10 73 83 17
Hispanic 47 47 93 7 13 67 80 20 25 67 92 8
White 39 50 89 11 10 81 90 10 30 64 94 6
Multiple Races 27 64 91 9 < < < < < < 100 0
Students with Disabilities 36 36 73 27 29 29 59 41 25 50 75 25
Students without Disabilities 38 59 97 3 14 75 89 11 32 62 94 6
Economically Disadvantaged 38 58 96 4 17 67 83 17 24 62 85 15
Not Economically Disadvantaged 38 57 95 5 16 70 86 14 34 60 94 6
English Learners 33 63 96 4 < < < <
Military Connected 24 59 82 18 33 60 93 7
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 60 40 100 0 51 49 100 0 54 44 98 2
Female 57 43 100 0 41 59 100 0 64 36 100 0
Male 65 35 100 0 59 41 100 0 45 52 97 3
Asian 70 30 100 0 48 52 100 0 61 39 100 0
Black < < 100 0 40 60 100 0 60 40 100 0
Hispanic < < 100 0 < < 100 0
White 42 58 100 0 73 27 100 0 29 64 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 59 41 100 0 51 49 100 0 55 45 100 0
Economically Disadvantaged < < 100 0 36 64 100 0 < < 100 0
Not Economically Disadvantaged 64 36 100 0 54 46 100 0 54 44 98 2
Military Connected < < 100 0 < < 100 0
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 22 51 73 27 17 63 80 20 27 63 90 10
Female 22 46 69 31 20 57 76 24 25 64 90 10
Male 21 56 77 23 14 70 85 15 28 63 91 9
Asian 25 63 88 13 27 67 94 6 45 55 100 0
Black 13 48 62 38 3 62 65 35 6 69 74 26
Hispanic 11 44 56 44 19 50 69 31 21 71 93 7
White 33 50 83 17 19 64 83 17 33 67 100 0
Multiple Races < < < < < < < < 54 46 100 0
Students with Disabilities 24 29 52 48 20 30 50 50 12 47 59 41
Students without Disabilities 21 55 76 24 17 66 82 18 29 65 94 6
Economically Disadvantaged 16 52 68 32 - 71 71 29 21 55 76 24
Not Economically Disadvantaged 23 51 74 26 22 61 83 17 28 65 94 6
English Learners 18 51 69 31 < < < < - 70 70 30
Military Connected 36 50 86 14 12 80 92 8
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 51 73 27 17 63 80 20 27 63 90 10
Female 22 46 69 31 20 57 76 24 25 64 90 10
Male 21 56 77 23 14 70 85 15 28 63 91 9
Asian 25 63 88 13 27 67 94 6 45 55 100 0
Black 13 48 62 38 3 62 65 35 6 69 74 26
Hispanic 11 44 56 44 19 50 69 31 21 71 93 7
White 33 50 83 17 19 64 83 17 33 67 100 0
Multiple Races < < < < < < < < 54 46 100 0
Students with Disabilities 24 29 52 48 20 30 50 50 12 47 59 41
Students without Disabilities 21 55 76 24 17 66 82 18 29 65 94 6
Economically Disadvantaged 16 52 68 32 - 71 71 29 21 55 76 24
Not Economically Disadvantaged 23 51 74 26 22 61 83 17 28 65 94 6
English Learners 18 51 69 31 < < < < - 70 70 30
Military Connected 36 50 86 14 12 80 92 8
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 50 36 85 15 40 43 83 17 36 43 78 22
Female 49 35 84 16 54 32 86 14 27 55 82 18
Male 51 36 87 13 30 51 81 19 43 32 75 25
Asian 60 31 90 10 67 33 100 0 55 33 88 12
Black 38 47 85 15 27 37 65 35 19 47 66 34
Hispanic 50 28 78 22 17 58 75 25 20 50 70 30
White 49 31 79 21 40 56 95 5 32 46 79 21
Multiple Races < < 100 0 50 30 80 20 < < < <
Students with Disabilities < < < < 29 33 62 38 17 11 28 72
Students without Disabilities 50 36 87 13 42 45 87 13 39 48 87 13
Economically Disadvantaged 28 40 68 32 17 48 66 34 17 52 69 31
Not Economically Disadvantaged 54 35 89 11 46 42 88 13 42 40 81 19
English Learners 39 39 78 22 5 74 79 21 20 25 45 55
Military Connected 45 41 86 14 38 62 100 0
Foster Care < < < <
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 49 36 85 15 39 44 83 17 36 43 78 22
Female 49 35 84 16 53 32 85 15 27 55 82 18
Male 49 37 86 14 29 52 81 19 43 32 75 25
Asian 59 31 90 10 67 33 100 0 55 33 88 12
Black 38 47 85 15 24 39 63 37 19 47 66 34
Hispanic 50 28 78 22 17 58 75 25 20 50 70 30
White 47 32 79 21 38 57 95 5 32 46 79 21
Multiple Races < < 100 0 50 30 80 20 < < < <
Students with Disabilities < < < < 17 39 56 44 17 11 28 72
Students without Disabilities 50 36 87 13 42 45 87 13 39 48 87 13
Economically Disadvantaged 28 40 68 32 17 48 66 34 17 52 69 31
Not Economically Disadvantaged 53 35 89 11 44 43 87 13 42 40 81 19
English Learners 38 40 78 23 5 74 79 21 20 25 45 55
Military Connected 43 43 86 14 38 62 100 0
Foster Care < < < <
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
School10-4
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
Kindergarten9593112
Grade 11159493
Grade 212511593
Grade 3123115112
Grade 4153125121
Grade 5148160126
Grade 6155147149
Total Students914849806

< = 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 Students914849806
Female431405396
Male483444410
American Indian2--
Asian248234203
Black265254251
Hispanic948585
Native Hawaiian111
White246216202
Multiple Races585964
Students with Disabilities1069195
Students without Disabilities808758711
Economically Disadvantaged165165131
Not Economically Disadvantaged749684675
English Learners232206179
Not English Learners682643627
Homeless22-
Military Connected110101106
< = 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 Students906378534780530
Female430163982538517
Male476214552242013
American Indian<<<<--
Asian25772321321612
Black262425562437
Hispanic9188110832
Native Hawaiian<<<<<<
White23316225172049
Multiple Races610581580
Students with Disabilities9669610876
Economically Disadvantaged16091561315514
English Learners244142031919010
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 16
Other Offenses Against Persons <
All Other Offenses <
Property Offenses <
Weapons Offenses <
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 Indian0.30.2--
Asian28.4527.127.65.9
Black27.7802963.629.929.4
Hispanic10.810.313.61017.6
Native Hawaiian0.10.10.1
White26.51026.918.225.447.1
Multiple Races6.256.34.56.9
< = 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 Indian0.30.2
Asian28.427.127.6
Black27.72910029.9
Hispanic10.810.310
Native Hawaiian0.10.10.1
White26.526.925.4
Multiple Races6.26.36.9
< = 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 Indian0.30.2--
Asian28.427.127.6
Black27.72929.9
Hispanic10.810.310
Native Hawaiian0.10.10.1
White26.526.925.4
Multiple Races6.26.36.9
< = 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 16.118.317.8
< = 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 28.225.831.9
< = 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 74.773.581.8
< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201733%64%3%0%
2017-201833%64%3%0%
2018-201930%67%3%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 Students81%82%73%75%
Asian93%93%87%75%
Black64%67%60%75%
Hispanic89%78%63%75%
White86%88%81%75%
Economically Disadvantaged67%70%62%75%
English Learners76%76%53%75%
Students with Disabilities44%49%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 Students87%83%74%70%
Asian97%94%89%70%
Black76%70%60%70%
Hispanic87%73%64%70%
White89%88%81%70%
Economically Disadvantaged79%70%63%70%
English Learners83%79%57%70%
Students with Disabilities51%53%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 Students90%
Asian100%
Black74%
Hispanic93%
White100%
Economically Disadvantaged76%
English Learners90%
Students with Disabilities59%

< = 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 Students84%91%
Asian94%97%
Black69%84%
Hispanic89%89%
White88%92%
Economically Disadvantaged75%86%
English Learners82%91%
Students with Disabilities55%69%

< = 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 Students4%4%9%10%
Asian5%4%5%10%
Black3%2%9%10%
Hispanic2%7%9%10%
White4%6%9%10%
Economically Disadvantaged8%7%13%10%
English Learners5%6%8%10%
Students with Disabilities6%7%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 Proficiency27%--

< = 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 Progress608769%
English Learner Proficiency3111627%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%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 16%
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%
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