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

Lees Corner Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-227-3500
Address: 13500 Hollinger Ave Fairfax, VA 22033
Principal: VaRonica D. Sloan
Superintendent: Dr. Scott S. Brabrand
School Number: 1850
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 56 89 11 28 57 86 14 26 59 85 15
Female 37 55 91 9 35 55 90 10 30 58 88 12
Male 30 57 87 13 23 59 82 18 23 59 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 37 53 90 10 30 60 90 10 23 64 87 13
Black 40 55 95 5 25 46 71 29 20 50 70 30
Hispanic 25 47 73 27 12 56 68 32 13 57 70 30
White 31 60 91 9 34 57 91 9 30 58 88 12
Multiple Races 29 65 94 6 24 56 79 21 31 53 84 16
Students with Disabilities 30 41 71 29 25 37 62 38 23 36 60 40
Students without Disabilities 34 59 93 7 29 62 91 9 26 63 90 10
Economically Disadvantaged 23 45 68 32 13 53 65 35 9 57 66 34
Not Economically Disadvantaged 35 58 92 8 32 58 90 10 29 59 88 12
English Learners 24 56 80 20 11 40 51 49 9 42 51 49
Homeless < < < < < < 100 0
Military Connected 27 73 100 0 28 61 89 11
Foster Care < < 100 0 < < 100 0
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 22 63 84 16 16 62 77 23 22 58 80 20
Female 26 60 87 13 15 70 85 15 25 54 79 21
Male 18 64 82 18 16 55 71 29 20 60 80 20
Asian 26 69 95 5 10 82 92 8 13 63 75 25
Black < < < < < < < < < < < <
Hispanic 14 50 64 36 15 46 62 38 10 70 80 20
White 22 61 82 18 19 60 79 21 32 49 81 19
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 29 41 71 29 12 24 35 65 26 42 68 32
Students without Disabilities 20 66 86 14 16 68 85 15 21 61 82 18
Economically Disadvantaged 15 31 46 54 5 52 57 43 13 50 63 38
Not Economically Disadvantaged 22 66 89 11 18 64 82 18 24 59 82 18
English Learners 22 54 76 24 13 46 58 42 4 50 54 46
Military Connected < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 60 88 12 33 52 85 15 23 64 88 13
Female 35 54 89 11 46 43 89 11 29 65 94 6
Male 20 67 87 13 23 59 81 19 18 63 82 18
Asian 27 51 78 22 35 59 95 5 23 74 97 3
Black < < < < < < 100 0
Hispanic 30 50 80 20 15 60 75 25 21 50 71 29
White 28 66 94 6 43 43 86 14 22 65 86 14
Multiple Races 23 77 100 0 < < < < < < < <
Students with Disabilities 33 29 62 38 29 33 62 38 17 39 56 44
Students without Disabilities 26 68 94 6 34 55 89 11 24 69 94 6
Economically Disadvantaged 29 47 76 24 19 33 52 48 5 71 76 24
Not Economically Disadvantaged 27 63 90 10 36 55 91 9 27 63 90 10
English Learners 20 57 77 23 14 39 54 46 11 47 58 42
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 42 47 89 11 35 55 90 10 28 54 81 19
Female 48 46 93 7 41 53 94 6 34 54 88 13
Male 38 48 85 15 29 57 86 14 22 54 76 24
Asian 50 42 92 8 37 46 83 17 26 62 88 12
Black < < 100 0 < < < < < < < <
Hispanic 29 36 64 36 9 55 64 36 10 50 60 40
White 40 51 91 9 43 57 100 0 33 57 90 10
Multiple Races < < 100 0 25 75 100 0 < < < <
Students with Disabilities 20 48 68 32 41 32 73 27 22 30 52 48
Students without Disabilities 49 46 95 5 33 61 94 6 29 59 88 12
Economically Disadvantaged 21 47 68 32 27 53 80 20 5 43 48 52
Not Economically Disadvantaged 47 47 93 7 36 55 91 9 32 56 88 12
English Learners 27 54 81 19 < < < < 13 33 47 53
Military Connected < < 100 0 < < 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
All Students 43 53 96 4 30 61 91 9 30 60 90 10
Female 39 59 98 2 39 55 94 6 30 59 89 11
Male 46 48 94 6 24 65 89 11 31 60 91 9
American Indian < < 100 0
Asian 47 47 93 7 38 52 90 10 31 56 86 14
Black < < 100 0 < < 100 0 < < < <
Hispanic 31 54 85 15 7 60 67 33 8 67 75 25
White 38 62 100 0 30 67 98 2 35 63 98 2
Multiple Races < < 100 0 < < 100 0 33 67 100 0
Students with Disabilities 46 46 92 8 17 54 71 29 29 35 65 35
Students without Disabilities 42 54 96 4 34 63 97 3 31 64 95 5
Economically Disadvantaged 23 54 77 23 5 71 76 24 16 63 79 21
Not Economically Disadvantaged 46 53 99 1 36 59 95 5 33 59 92 8
English Learners 28 59 88 13 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
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 41 52 93 7 35 52 87 13 28 63 91 9
Female 39 54 93 7 34 52 86 14 23 68 91 9
Male 42 50 92 8 36 52 88 12 32 59 90 10
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 51 43 94 6 45 50 95 5 31 63 94 6
Black 25 65 90 10 17 58 75 25 20 50 70 30
Hispanic 27 63 90 10 17 50 67 33 13 65 78 22
White 39 52 92 8 37 53 90 10 30 64 93 7
Multiple Races 36 61 97 3 29 53 82 18 25 69 94 6
Students with Disabilities 39 37 76 24 27 39 65 35 23 47 70 30
Students without Disabilities 41 55 96 4 37 55 92 8 28 66 95 5
Economically Disadvantaged 24 57 81 19 22 49 71 29 17 58 75 25
Not Economically Disadvantaged 44 51 95 5 38 53 91 9 30 64 94 6
English Learners 33 57 90 10 13 52 66 34 16 58 75 25
Homeless < < < < < < < <
Military Connected 27 73 100 0 22 72 94 6
Foster Care < < 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 23 62 85 15 21 52 73 27 25 66 91 9
Female 17 66 83 17 15 57 72 28 18 76 94 6
Male 28 58 87 13 26 48 74 26 31 58 89 11
Asian 31 59 90 10 26 64 90 10 24 73 97 3
Black < < < < < < < < < < < <
Hispanic 14 71 86 14 8 31 38 62 10 70 80 20
White 22 61 82 18 23 50 73 27 29 62 90 10
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 35 35 71 29 18 6 24 76 42 37 79 21
Students without Disabilities 21 66 87 13 21 60 82 18 22 72 94 6
Economically Disadvantaged 8 38 46 54 10 33 43 57 13 63 75 25
Not Economically Disadvantaged 25 64 90 10 23 56 80 20 28 66 94 6
English Learners 14 59 73 27 17 42 58 42 12 72 84 16
Military Connected < < 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 47 49 95 5 40 50 90 10 28 66 94 6
Female 42 55 96 4 35 54 89 11 19 77 96 4
Male 52 43 94 6 44 47 91 9 35 57 92 8
Asian 46 43 89 11 54 46 100 0 31 67 97 3
Black < < < < < < < <
Hispanic 30 70 100 0 15 65 80 20 15 69 85 15
White 55 43 98 2 45 47 92 8 29 65 94 6
Multiple Races 33 67 100 0 < < < < < < 100 0
Students with Disabilities 48 29 76 24 29 43 71 29 11 50 61 39
Students without Disabilities 47 53 100 0 43 51 94 6 31 69 100 0
Economically Disadvantaged 29 59 88 12 10 67 76 24 10 71 81 19
Not Economically Disadvantaged 50 47 97 3 47 47 93 7 32 65 97 3
English Learners 33 60 93 7 14 64 79 21 25 55 80 20
Homeless < < < <
Military Connected < < 100 0 < < 100 0
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 33 55 88 12 23 63 85 15 9 69 79 21
Female 42 50 92 8 25 58 83 17 2 74 76 24
Male 26 59 85 15 21 67 87 13 15 66 81 19
Asian 56 44 100 0 29 58 88 13 15 73 88 12
Black < < 100 0 < < 100 0 < < < <
Hispanic 36 45 82 18 9 45 55 45 5 58 63 37
White 18 59 77 23 24 72 97 3 6 81 86 14
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 29 42 71 29 32 37 68 32 18 45 64 36
Students without Disabilities 36 64 100 0 20 71 91 9 7 77 84 16
Economically Disadvantaged 27 53 80 20 17 58 75 25 5 55 60 40
Not Economically Disadvantaged 36 56 91 9 24 63 87 13 11 73 84 16
English Learners 42 58 100 0 < < < < 13 53 67 33
Military Connected < < 100 0 < < 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 47 52 99 1 31 64 95 5 33 61 94 6
Female 48 52 100 0 37 61 98 2 33 59 93 7
Male 47 52 98 2 26 67 93 7 33 64 96 4
American Indian < < 100 0
Asian 61 39 100 0 41 59 100 0 35 53 88 12
Black < < 100 0 < < 100 0 < < < <
Hispanic 31 63 94 6 23 54 77 23 25 67 92 8
White 40 60 100 0 28 67 95 5 36 64 100 0
Multiple Races < < 100 0 < < 100 0 25 75 100 0
Students with Disabilities 50 42 92 8 27 58 85 15 24 53 76 24
Students without Disabilities 47 53 100 0 32 67 99 1 35 63 98 2
Economically Disadvantaged 24 76 100 0 33 50 83 17 33 50 83 17
Not Economically Disadvantaged 52 47 99 1 30 68 97 3 33 64 97 3
English Learners 33 64 97 3 < < < < < < < <
Military Connected < < 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
All Students 78 22 100 0 81 19 100 0 71 29 100 0
Female 77 23 100 0 87 13 100 0 71 29 100 0
Male 79 21 100 0 77 23 100 0 71 29 100 0
Asian 87 13 100 0 84 16 100 0 80 20 100 0
Hispanic < < 100 0 < < 100 0
White 85 15 100 0 82 18 100 0 71 29 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 80 20 100 0 81 19 100 0 73 27 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 77 23 100 0 81 19 100 0 69 31 100 0
Foster Care < < 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 24 59 83 17 22 69 91 9 16 67 84 16
Female 17 64 81 19 27 65 92 8 18 71 89 11
Male 30 56 85 15 18 72 89 11 15 64 79 21
Asian 33 62 95 5 26 63 89 11 24 68 91 9
Black < < < < < < < < < < < <
Hispanic 14 50 64 36 17 50 67 33 5 65 70 30
White 21 60 81 19 23 74 98 2 18 74 92 8
Multiple Races < < < < 17 83 100 0 < < < <
Students with Disabilities 20 32 52 48 27 55 82 18 23 27 50 50
Students without Disabilities 25 67 93 7 21 72 93 7 15 76 91 9
Economically Disadvantaged 15 50 65 35 13 67 80 20 5 62 67 33
Not Economically Disadvantaged 26 61 88 13 24 69 92 8 19 68 87 13
English Learners 11 67 78 22 < < < < 13 47 60 40
Military Connected < < 100 0 < < 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 24 59 83 17 22 69 91 9 16 67 84 16
Female 17 64 81 19 27 65 92 8 18 71 89 11
Male 30 56 85 15 18 72 89 11 15 64 79 21
Asian 33 62 95 5 26 63 89 11 24 68 91 9
Black < < < < < < < < < < < <
Hispanic 14 50 64 36 17 50 67 33 5 65 70 30
White 21 60 81 19 23 74 98 2 18 74 92 8
Multiple Races < < < < 17 83 100 0 < < < <
Students with Disabilities 20 32 52 48 27 55 82 18 23 27 50 50
Students without Disabilities 25 67 93 7 21 72 93 7 15 76 91 9
Economically Disadvantaged 15 50 65 35 13 67 80 20 5 62 67 33
Not Economically Disadvantaged 26 61 88 13 24 69 92 8 19 68 87 13
English Learners 11 67 78 22 < < < < 13 47 60 40
Military Connected < < 100 0 < < 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 59 37 96 4 56 38 94 6 49 42 90 10
Female 56 40 96 4 50 46 96 4 44 50 94 6
Male 62 34 96 4 61 31 92 8 53 34 87 13
Asian 65 26 90 10 68 32 100 0 58 39 97 3
Black < < < < < < < <
Hispanic < < 100 0 46 46 92 8 40 60 100 0
White 57 40 98 2 53 43 96 4 46 43 89 11
Multiple Races 75 25 100 0 < < < < < < < <
Students with Disabilities 50 31 81 19 33 44 78 22 6 50 56 44
Students without Disabilities 61 38 99 1 60 37 97 3 56 40 96 4
Economically Disadvantaged 36 57 93 7 15 69 85 15 36 36 71 29
Not Economically Disadvantaged 63 34 97 3 61 34 95 5 51 43 93 7
English Learners 46 46 92 8 13 75 88 13 < < < <
Homeless < < < <
Military Connected < < 100 0 < < 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 58 38 96 4 55 38 94 6 49 40 90 10
Female 54 42 96 4 50 46 96 4 45 49 94 6
Male 62 34 96 4 60 32 92 8 54 33 87 13
Asian 65 26 90 10 68 32 100 0 58 39 97 3
Black < < < < < < < <
Hispanic < < 100 0 46 46 92 8 40 60 100 0
White 57 41 98 2 53 43 96 4 47 42 89 11
Multiple Races 75 25 100 0 < < < < < < < <
Students with Disabilities 43 36 79 21 29 47 76 24 7 43 50 50
Students without Disabilities 61 38 99 1 60 37 97 3 56 40 96 4
Economically Disadvantaged 31 62 92 8 8 75 83 17 38 31 69 31
Not Economically Disadvantaged 62 34 96 4 61 34 95 5 51 42 93 7
English Learners 46 46 92 8 13 75 88 13 < < < <
Homeless < < < <
Military Connected < < 100 0 < < 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
School121
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
Pre-kindergarten311
Kindergarten1049781
Grade 1100112100
Grade 2118101114
Grade 311510996
Grade 4121118111
Grade 5105125110
Grade 6113113122
Total Students779776735

< = 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 Students779776735
Female353360329
Male426416406
American Indian11-
Asian253242237
Black343025
Hispanic899889
White349345326
Multiple Races536058
Students with Disabilities111111124
Students without Disabilities668665611
Economically Disadvantaged11812696
Not Economically Disadvantaged661650639
English Learners227224196
Not English Learners552552539
Homeless135
Military Connected222929
Foster Care32-
< = 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 Students737317533274332
Female339133391333519
Male398184141940813
American Indian<<<<<<
Asian2477246823212
Black322312291
Hispanic8268510955
Native Hawaiian<<----
White329143371032713
Multiple Races452541591
Students with Disabilities1067107131167
Economically Disadvantaged10410113101236
English Learners221102141520712
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Property Offenses <

< = 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 Indian0.10.10.1
Asian32.55032.531.2
Black4.84.4253.9
Hispanic11.45011.412.633.3
Native Hawaiian0.1----
White45.144.82544.566.7
Multiple Races66.8507.7
< = 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 Indian0.10.10.1
Asian32.532.531.2
Black4.84.43.9
Hispanic11.411.412.6
Native Hawaiian0.1
White45.144.844.5
Multiple Races66.87.7
< = 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 Indian0.10.10.1
Asian32.532.531.2
Black4.84.43.9
Hispanic11.411.412.6
Native Hawaiian0.1----
White45.144.844.5
Multiple Races66.87.7
< = 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 12.814.815.4
< = 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 19.218.811.3
< = 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 78.581.976.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201724%76%0%0%
2017-201826%74%0%0%
2018-201930%70%0%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 Students85%87%73%75%
Asian88%89%87%75%
Black70%79%60%75%
Hispanic70%70%63%75%
White89%90%81%75%
Economically Disadvantaged67%67%62%75%
English Learners72%74%53%75%
Students with Disabilities61%64%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%90%74%70%
Asian94%94%89%70%
Black70%79%60%70%
Hispanic80%78%64%70%
White94%92%81%70%
Economically Disadvantaged77%76%63%70%
English Learners85%85%57%70%
Students with Disabilities70%70%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students84%
Asian91%
Black<
Hispanic70%
White92%
Economically Disadvantaged67%
English Learners79%
Students with Disabilities50%

< = 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 Students88%93%
Asian90%95%
Black70%80%
Hispanic75%85%
White91%94%
Economically Disadvantaged75%84%
English Learners79%90%
Students with Disabilities67%79%

< = 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%5%9%10%
Hispanic5%7%9%10%
White4%4%9%10%
Economically Disadvantaged5%7%13%10%
English Learners5%5%8%10%
Students with Disabilities6%8%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 Progress59%46%58%
English Learner Proficiency15%--

< = 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 Progress518759%
English Learner Proficiency1912315%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%98%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 14%
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%
Lees Corner Elementary to top