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Laurel Lane Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-229-7597
Address: 112 Laurel Lane Williamsburg, VA 23188
Principal: Karen Swann
Superintendent: Dr. Olwen Herron
School Number: 50
Region: 2
Division: Williamsburg-James City County Public Schools
Division Number: 131
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 22 57 79 21 17 60 76 24 14 61 75 25
Female 25 53 78 22 14 61 75 25 17 63 80 20
Male 19 60 80 20 20 58 77 23 12 59 70 30
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 13 38 50 50 13 48 61 39 3 55 59 41
Hispanic 17 63 80 20 3 45 48 52 7 45 52 48
White 28 62 90 10 22 65 87 13 19 67 86 14
Multiple Races 8 50 58 42 11 72 83 17 6 56 61 39
Students with Disabilities 12 24 35 65 6 38 44 56 - 40 40 60
Students without Disabilities 24 62 86 14 18 63 82 18 16 64 80 20
Economically Disadvantaged 16 45 60 40 11 48 59 41 8 52 60 40
Not Economically Disadvantaged 27 65 92 8 20 69 89 11 19 68 88 13
English Learners 28 44 72 28 - 13 13 88 6 18 24 76
Military Connected 17 70 87 13 11 71 82 18
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 27 57 84 16 12 55 67 33 12 55 66 34
Female 28 53 81 19 9 59 68 32 17 60 77 23
Male 25 61 86 14 16 48 65 35 7 50 57 43
Asian < < 100 0 < < < <
Black 18 36 55 45 9 55 64 36 - 67 67 33
Hispanic 17 58 75 25 - 38 38 62 < < < <
White 35 63 98 2 18 60 78 23 18 60 78 22
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 7 29 36 64 - 27 27 73
Students without Disabilities 29 59 87 13 13 61 74 26 14 59 73 27
Economically Disadvantaged 20 47 67 33 9 46 54 46 7 45 52 48
Not Economically Disadvantaged 31 63 94 6 15 63 78 23 18 67 85 15
English Learners < < < < < < < < < < < <
Military Connected 20 70 90 10 < < < <
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 18 59 77 23 21 63 84 16 12 60 72 28
Female 22 54 76 24 19 65 84 16 6 66 71 29
Male 15 63 78 22 24 61 85 15 18 55 73 27
American Indian < < < < < < < < < < < <
Asian < < < <
Black 17 33 50 50 < < < < < < < <
Hispanic 25 58 83 17 - 60 60 40 - 50 50 50
White 19 72 91 9 28 66 94 6 15 68 83 17
Multiple Races 10 40 50 50 < < 100 0 < < < <
Students with Disabilities 14 21 36 64 < < < < - 38 38 62
Students without Disabilities 19 67 86 14 22 64 86 14 15 65 80 20
Economically Disadvantaged 14 44 58 42 8 58 65 35 7 52 59 41
Not Economically Disadvantaged 21 71 93 7 30 66 95 5 15 66 80 20
English Learners < < < < < < < < < < < <
Military Connected 30 60 90 10 10 70 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 55 77 23 16 62 78 22 19 68 86 14
Female 26 50 76 24 14 60 74 26 26 63 89 11
Male 19 58 77 23 18 63 82 18 11 72 83 17
Black < < < < 17 42 58 42 < < < <
Hispanic 9 73 82 18 10 40 50 50 8 58 67 33
White 29 53 82 18 20 68 89 11 24 73 96 4
Multiple Races < < < < < < < < < < < <
Students with Disabilities 9 9 18 82 - 42 42 58 < < < <
Students without Disabilities 24 61 85 15 20 66 85 15 21 68 88 12
Economically Disadvantaged 14 43 57 43 17 43 60 40 11 61 71 29
Not Economically Disadvantaged 27 63 90 10 16 79 95 5 24 72 96 4
English Learners < < < < < < < < < < < <
Military Connected - 80 80 20 20 80 100 0
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 25 58 84 16 21 58 80 20 19 71 90 10
Female 19 67 86 14 19 59 78 22 16 74 90 10
Male 31 51 82 18 25 58 82 18 22 68 90 10
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 59 69 31 16 52 68 32 7 69 76 24
Hispanic 20 63 83 17 6 58 64 36 11 75 86 14
White 30 60 90 10 27 60 87 13 25 69 94 6
Multiple Races 25 42 67 33 22 61 83 17 6 78 83 17
Students with Disabilities 6 44 50 50 9 38 47 53 3 53 57 43
Students without Disabilities 29 61 89 11 24 62 86 14 22 74 95 5
Economically Disadvantaged 14 56 70 30 16 50 66 34 10 73 83 17
Not Economically Disadvantaged 34 60 94 6 26 65 91 9 27 69 96 4
English Learners 26 42 68 32 - 35 35 65 6 72 78 22
Military Connected 23 60 83 17 11 82 93 7
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 59 84 16 16 51 67 33 22 65 87 13
Female 14 70 84 16 13 51 64 36 20 66 86 14
Male 36 47 83 17 19 52 71 29 23 65 88 12
Asian < < 100 0 < < 100 0
Black 18 55 73 27 18 36 55 45 7 73 80 20
Hispanic 8 67 75 25 - 38 38 62 < < < <
White 31 61 92 8 22 56 78 22 33 60 93 7
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 50 50 50 - 36 36 64 - 36 36 64
Students without Disabilities 28 61 88 12 19 55 74 26 25 70 96 4
Economically Disadvantaged 16 58 74 26 11 43 54 46 11 69 80 20
Not Economically Disadvantaged 29 60 90 10 20 59 78 22 36 61 97 3
English Learners < < < < < < < < < < < <
Military Connected 20 40 60 40 < < < <
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 24 58 82 18 34 56 90 10 16 71 87 13
Female 16 68 84 16 27 65 92 8 14 71 86 14
Male 31 50 81 19 42 45 88 12 18 70 88 12
American Indian < < < < < < < < < < 100 0
Asian < < 100 0
Black 8 50 58 42 < < < < < < < <
Hispanic 33 50 83 17 - 80 80 20 < < < <
White 27 66 93 7 45 53 98 2 21 69 90 10
Multiple Races 20 50 70 30 < < 100 0 < < < <
Students with Disabilities 7 50 57 43 < < < < - 69 69 31
Students without Disabilities 28 60 88 12 36 58 94 6 20 71 91 9
Economically Disadvantaged 16 47 63 37 19 54 73 27 7 74 81 19
Not Economically Disadvantaged 32 68 100 0 43 57 100 0 22 68 90 10
English Learners < < < < < < < < < < < <
Military Connected 50 50 100 0 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 19 61 81 19 11 69 81 19 11 84 95 5
Female 25 64 89 11 15 65 79 21 8 89 97 3
Male 15 59 74 26 7 75 82 18 15 78 93 7
Black < < < < 18 64 82 18 < < < <
Hispanic < < < < < < < < 17 75 92 8
White 21 59 79 21 8 74 82 18 10 88 98 3
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 36 36 64 17 42 58 42 < < < <
Students without Disabilities 23 66 89 11 10 76 86 14 11 88 98 2
Economically Disadvantaged 11 63 74 26 13 56 69 31 8 81 88 12
Not Economically Disadvantaged 28 59 88 13 10 83 93 7 14 86 100 0
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 55 45 100 0 36 64 100 0 64 36 100 0
Female < < 100 0 < < 100 0 < < 100 0
Male 57 43 100 0 30 70 100 0 < < 100 0
White 59 41 100 0 < < 100 0 64 36 100 0
Students without Disabilities 53 47 100 0 36 64 100 0 64 36 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 58 42 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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 54 74 26 10 70 79 21 24 61 85 15
Female 23 43 66 34 9 66 74 26 11 74 84 16
Male 17 62 79 21 11 74 84 16 39 47 86 14
Black < < < < 17 50 67 33 < < < <
Hispanic - 58 58 42 20 60 80 20 8 67 75 25
White 25 56 82 18 5 77 82 18 31 61 92 8
Multiple Races < < < < < < < < < < < <
Students with Disabilities 9 9 18 82 8 58 67 33 < < < <
Students without Disabilities 21 61 82 18 10 72 82 18 24 63 87 13
Economically Disadvantaged 9 46 54 46 9 57 66 34 18 54 71 29
Not Economically Disadvantaged 27 60 87 13 11 82 92 8 28 65 93 7
English Learners < < < < < < < < < < < <
Military Connected 10 80 90 10 10 80 90 10
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 54 74 26 10 70 79 21 24 61 85 15
Female 23 43 66 34 9 66 74 26 11 74 84 16
Male 17 62 79 21 11 74 84 16 39 47 86 14
Black < < < < 17 50 67 33 < < < <
Hispanic - 58 58 42 20 60 80 20 8 67 75 25
White 25 56 82 18 5 77 82 18 31 61 92 8
Multiple Races < < < < < < < < < < < <
Students with Disabilities 9 9 18 82 8 58 67 33 < < < <
Students without Disabilities 21 61 82 18 10 72 82 18 24 63 87 13
Economically Disadvantaged 9 46 54 46 9 57 66 34 18 54 71 29
Not Economically Disadvantaged 27 60 87 13 11 82 92 8 28 65 93 7
English Learners < < < < < < < < < < < <
Military Connected 10 80 90 10 10 80 90 10
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 31 42 73 27 53 36 89 11 42 37 79 21
Female 22 49 70 30 40 49 89 11 35 45 81 19
Male 40 35 75 25 68 23 90 10 48 29 77 23
Asian < < 100 0
Black 18 45 64 36 < < < < < < < <
Hispanic 33 17 50 50 < < < < < < < <
White 35 51 86 14 60 36 96 4 56 29 85 15
Multiple Races 30 30 60 40 < < 100 0 < < < <
Students with Disabilities 8 31 38 62 < < < < 23 31 54 46
Students without Disabilities 36 44 80 20 56 36 92 8 47 39 86 14
Economically Disadvantaged 19 38 57 43 41 27 68 32 33 33 67 33
Not Economically Disadvantaged 43 45 88 13 59 41 100 0 46 39 85 15
English Learners < < < < < < 100 0 < < 100 0
Military Connected 40 60 100 0 50 40 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 31 42 73 27 53 36 89 11 42 37 79 21
Female 22 49 70 30 40 49 89 11 35 45 81 19
Male 40 35 75 25 68 23 90 10 48 29 77 23
Asian < < 100 0
Black 18 45 64 36 < < < < < < < <
Hispanic 33 17 50 50 < < < < < < < <
White 35 51 86 14 60 36 96 4 56 29 85 15
Multiple Races 30 30 60 40 < < 100 0 < < < <
Students with Disabilities 8 31 38 62 < < < < 23 31 54 46
Students without Disabilities 36 44 80 20 56 36 92 8 47 39 86 14
Economically Disadvantaged 19 38 57 43 41 27 68 32 33 33 67 33
Not Economically Disadvantaged 43 45 88 13 59 41 100 0 46 39 85 15
English Learners < < < < < < 100 0 < < 100 0
Military Connected 40 60 100 0 50 40 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
School311
Division341149
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-kindergarten705350
Kindergarten778165
Grade 1818077
Grade 2727469
Grade 3888368
Grade 4727671
Grade 5757079
Total Students535517479

< = 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 Students535517479
Female217231198
Male318286281
American Indian11-
Asian222616
Black766172
Hispanic8610192
White294277249
Multiple Races565150
Students with Disabilities103104106
Students without Disabilities432413373
Economically Disadvantaged245230221
Not Economically Disadvantaged290287258
English Learners615949
Not English Learners474458430
Homeless1084
Military Connected495447
Foster Care21-
< = 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 Students434634145840935
Female202321872917519
Male232312272923416
American Indian<<<<<<
Asian<<<<133
Black598584496
Hispanic607549596
White257312462924116
Multiple Races4894710464
Students with Disabilities63175117505
Economically Disadvantaged194481794218225
English Learners441463565
Homeless46111264
< = 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 <
Weapons Offenses <
Offenses Against Staff <

< = 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 Indian1.71.20.2
Asian1.92.14.4
Black15.67515.915.175
Hispanic15.116.112.517
Native Hawaiian------
White60.22560.562.558.2
Multiple Races12.912.22511.125
< = 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 Indian1.71.20.2
Asian1.92.14.4
Black15.615.915.1
Hispanic15.116.117
Native Hawaiian
White60.260.558.2
Multiple Races12.912.211.1
< = 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 Indian1.71.20.2
Asian1.92.14.4
Black15.615.915.1
Hispanic15.116.117
Native Hawaiian------
White60.260.558.2
Multiple Races12.912.211.1
< = 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 47.343.443.7
< = 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 41.745.238.8
< = 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 73.977.273.2
< = 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
2017-201824%67%4%5%
2018-201922%73%4%1%
2019-202021%72%2%5%
< = 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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