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Leesylvania Elementary

General school information

Category: Elementary (KG-05) School
Phone: 703-670-8268
Address: 15800 Neabsco Rd Woodbridge, VA 22191
Principal: Ms. Margaret MacGregor
Superintendent: Dr. Steven L. Walts
School Number: 830
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 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 25 56 81 19 19 55 73 27 19 56 75 25
Female 27 60 87 13 21 55 76 24 20 56 77 23
Male 24 51 75 25 16 54 71 29 17 56 74 26
Asian 47 44 91 9 26 59 85 15 38 38 77 23
Black 21 59 79 21 15 52 67 33 12 59 72 28
Hispanic 21 55 75 25 15 62 77 23 15 60 75 25
White 32 59 91 9 27 49 76 24 32 48 81 19
Multiple Races 22 48 70 30 19 53 72 28 14 64 79 21
Students with Disabilities 31 40 71 29 31 27 58 42 27 31 57 43
Students without Disabilities 24 59 83 17 16 61 76 24 17 62 79 21
Economically Disadvantaged 14 58 72 28 15 51 66 34 11 56 67 33
Not Economically Disadvantaged 36 53 89 11 22 59 81 20 26 56 82 18
English Learners 24 53 77 23 16 49 65 35 15 40 56 44
Military Connected 12 61 73 27 19 74 93 7
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 55 81 19 19 47 66 34 13 58 71 29
Female 26 59 85 15 17 46 63 37 13 62 75 25
Male 26 51 77 23 20 48 68 32 14 55 69 31
Asian 50 50 100 0 33 58 92 8 < < < <
Black 23 57 81 19 15 42 56 44 12 58 69 31
Hispanic 22 54 76 24 15 55 70 30 6 61 67 33
White 36 56 92 8 26 43 70 30 27 46 73 27
Multiple Races < < < < 20 47 67 33 18 82 100 0
Students with Disabilities 45 35 80 20 30 17 48 52 32 23 55 45
Students without Disabilities 23 58 81 19 16 52 69 31 10 65 75 25
Economically Disadvantaged 18 55 73 27 11 46 57 43 8 54 62 38
Not Economically Disadvantaged 34 54 88 12 25 48 73 27 18 62 80 20
English Learners 32 49 81 19 18 46 64 36 7 41 48 52
Military Connected 12 53 65 35 18 82 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 58 79 21 18 58 76 24 18 55 73 27
Female 24 64 87 13 24 56 80 20 20 49 69 31
Male 18 53 70 30 13 60 73 27 15 62 77 23
Asian 27 64 91 9 33 42 75 25 50 33 83 17
Black 16 51 67 33 15 63 77 23 5 59 64 36
Hispanic 11 70 81 19 19 62 81 19 15 65 79 21
White 38 50 88 13 23 55 77 23 35 43 78 22
Multiple Races 31 62 92 8 < < < < 20 50 70 30
Students with Disabilities 13 52 65 35 29 29 58 42 22 30 52 48
Students without Disabilities 22 60 82 18 16 64 80 20 17 60 77 23
Economically Disadvantaged 10 59 69 31 15 51 66 34 9 59 69 31
Not Economically Disadvantaged 32 57 89 11 22 65 87 13 25 51 76 24
English Learners 17 63 80 20 13 43 57 43 14 48 62 38
Military Connected - 91 91 9 20 67 87 13
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 28 55 83 17 19 60 78 22 25 56 81 19
Female 29 59 88 12 22 64 86 14 27 60 87 13
Male 27 51 78 22 15 55 71 29 23 53 76 24
Asian 64 18 82 18 10 80 90 10 40 40 80 20
Black 23 68 91 9 15 56 71 29 21 62 83 17
Hispanic 26 45 71 29 10 69 79 21 22 56 78 22
White 25 68 93 7 35 45 80 20 36 54 89 11
Multiple Races < < < < 31 62 92 8 < < < <
Students with Disabilities 37 33 70 30 33 33 67 33 27 37 63 37
Students without Disabilities 26 61 87 13 14 67 81 19 24 62 86 14
Economically Disadvantaged 13 61 74 26 19 55 75 25 15 55 71 29
Not Economically Disadvantaged 42 49 91 9 18 65 82 18 34 57 91 9
English Learners 24 49 73 27 19 63 81 19 25 33 58 42
Military Connected 23 46 69 31 18 73 91 9
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 21 53 74 26 22 52 74 26 21 61 82 18
Female 20 53 74 26 23 51 74 26 20 60 80 20
Male 21 53 75 25 21 52 74 26 22 62 84 16
Asian 41 41 82 18 38 44 82 18 42 35 77 23
Black 15 54 69 31 16 51 67 33 17 61 78 22
Hispanic 14 57 71 29 19 60 79 21 19 64 83 17
White 34 49 83 17 30 50 80 20 27 62 90 10
Multiple Races 15 63 78 22 25 47 72 28 14 68 82 18
Students with Disabilities 26 33 59 41 28 24 51 49 27 36 64 36
Students without Disabilities 19 58 78 22 21 58 79 21 20 67 86 14
Economically Disadvantaged 12 51 62 38 17 49 67 33 14 61 75 25
Not Economically Disadvantaged 29 56 85 15 27 55 82 18 27 61 88 12
English Learners 16 54 70 30 15 50 65 35 17 57 74 26
Military Connected 15 68 83 17 16 77 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 29 49 78 22 17 54 70 30 13 70 83 17
Female 24 52 76 24 13 53 66 34 9 73 82 18
Male 34 46 79 21 20 55 75 25 16 69 84 16
Asian 42 42 83 17 33 50 83 17 < < < <
Black 23 52 75 25 15 47 61 39 12 69 80 20
Hispanic 22 54 76 24 12 64 76 24 9 79 88 12
White 52 40 92 8 17 65 83 17 23 58 81 19
Multiple Races < < < < 20 47 67 33 9 82 91 9
Students with Disabilities 50 30 80 20 30 22 52 48 33 33 67 33
Students without Disabilities 25 52 77 23 14 60 74 26 9 78 87 13
Economically Disadvantaged 19 44 63 37 13 47 60 40 8 70 78 22
Not Economically Disadvantaged 38 54 91 9 20 60 80 20 17 71 88 12
English Learners 18 58 76 24 14 46 61 39 7 67 74 26
Military Connected 12 71 82 18 18 76 94 6
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 16 64 80 20 28 48 77 23 22 60 82 18
Female 18 61 79 21 30 48 78 22 20 58 78 22
Male 14 67 81 19 27 49 76 24 25 62 87 13
Asian 27 64 91 9 42 33 75 25 42 42 83 17
Black 13 61 74 26 24 49 73 27 14 61 75 25
Hispanic 4 78 81 19 27 54 81 19 26 56 82 18
White 31 44 75 25 35 45 81 19 22 74 96 4
Multiple Races 23 69 92 8 < < < < 30 50 80 20
Students with Disabilities 17 30 48 52 32 16 48 52 22 43 65 35
Students without Disabilities 16 72 88 12 28 55 83 17 22 63 85 15
Economically Disadvantaged 10 64 75 25 22 46 68 32 14 63 77 23
Not Economically Disadvantaged 22 63 85 15 35 51 86 14 30 56 86 14
English Learners 6 77 83 17 17 47 63 37 19 57 76 24
Military Connected 9 82 91 9 20 67 87 13
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 49 66 34 22 54 75 25 28 53 81 19
Female 19 49 67 33 27 54 81 19 30 51 81 19
Male 14 50 64 36 17 53 70 30 26 56 82 18
Asian 55 18 73 27 40 50 90 10 60 10 70 30
Black 9 48 57 43 11 57 68 32 26 53 79 21
Hispanic 14 48 61 39 17 62 79 21 22 59 80 20
White 21 59 79 21 35 40 75 25 36 57 93 7
Multiple Races < < < < 38 46 85 15 < < < <
Students with Disabilities 15 37 52 48 21 32 54 46 27 33 60 40
Students without Disabilities 17 52 69 31 22 60 81 19 28 59 87 13
Economically Disadvantaged 6 45 51 49 18 54 72 28 20 51 71 29
Not Economically Disadvantaged 26 54 80 20 26 53 79 21 35 56 91 9
English Learners 20 37 57 43 13 63 75 25 25 46 71 29
Military Connected 23 54 77 23 9 91 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 56 72 28 13 60 73 27 26 56 82 18
Female 16 56 71 29 10 69 80 20 21 61 82 18
Male 17 56 73 27 15 51 66 34 30 52 82 18
Asian 45 27 73 27 20 70 90 10 60 10 70 30
Black 7 68 75 25 8 58 65 35 15 68 83 17
Hispanic 14 43 57 43 17 48 66 34 29 51 80 20
White 25 64 89 11 20 60 80 20 32 57 89 11
Multiple Races < < < < 8 85 92 8 < < < <
Students with Disabilities 15 52 67 33 15 33 48 52 20 43 63 37
Students without Disabilities 17 57 74 26 12 67 79 21 27 60 87 13
Economically Disadvantaged 5 52 56 44 10 57 67 33 15 54 69 31
Not Economically Disadvantaged 28 59 87 13 16 63 79 21 35 59 94 6
English Learners 19 36 55 45 6 50 56 44 21 38 58 42
Military Connected 23 38 62 38 36 64 100 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 17 56 72 28 13 60 73 27 26 56 82 18
Female 16 56 71 29 10 69 80 20 21 61 82 18
Male 17 56 73 27 15 51 66 34 30 52 82 18
Asian 45 27 73 27 20 70 90 10 60 10 70 30
Black 7 68 75 25 8 58 65 35 15 68 83 17
Hispanic 14 43 57 43 17 48 66 34 29 51 80 20
White 25 64 89 11 20 60 80 20 32 57 89 11
Multiple Races < < < < 8 85 92 8 < < < <
Students with Disabilities 15 52 67 33 15 33 48 52 20 43 63 37
Students without Disabilities 17 57 74 26 12 67 79 21 27 60 87 13
Economically Disadvantaged 5 52 56 44 10 57 67 33 15 54 69 31
Not Economically Disadvantaged 28 59 87 13 16 63 79 21 35 59 94 6
English Learners 19 36 55 45 6 50 56 44 21 38 58 42
Military Connected 23 38 62 38 36 64 100 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 35 52 87 13 35 49 83 17 30 47 76 24
Female 30 57 87 13 27 62 89 11 31 43 74 26
Male 40 47 87 13 41 36 78 22 28 51 79 21
Asian 40 50 90 10 < < 100 0 < < 100 0
Black 21 54 74 26 31 47 78 22 21 43 64 36
Hispanic 56 44 100 0 28 68 96 4 31 62 92 8
White 54 46 100 0 44 37 81 19 35 50 85 15
Multiple Races 31 62 92 8 < < < < 20 40 60 40
Students with Disabilities 6 65 71 29 21 32 53 47 22 28 50 50
Students without Disabilities 42 49 91 9 37 52 89 11 31 50 81 19
Economically Disadvantaged 24 60 83 17 26 52 78 22 21 54 75 25
Not Economically Disadvantaged 45 45 90 10 41 46 87 13 36 41 77 23
English Learners 53 47 100 0 < < 100 0 < < 100 0
Military Connected 20 60 80 20 36 50 86 14
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 37 49 86 14 33 49 82 18 27 48 75 25
Female 32 55 86 14 27 61 88 12 29 44 73 27
Male 42 44 86 14 38 38 76 24 26 52 78 22
Asian 40 50 90 10 < < 100 0 < < 100 0
Black 21 53 74 26 30 48 77 23 21 43 64 36
Hispanic 60 40 100 0 32 64 95 5 29 63 92 8
White 54 46 100 0 40 40 80 20 32 53 84 16
Multiple Races 36 55 91 9 < < < < < < < <
Students with Disabilities 8 54 62 38 - 25 25 75 - 31 31 69
Students without Disabilities 42 49 91 9 37 52 89 11 31 50 81 19
Economically Disadvantaged 25 58 83 18 24 51 76 24 18 55 73 27
Not Economically Disadvantaged 47 43 89 11 39 48 87 13 34 42 77 23
English Learners 56 44 100 0 < < 100 0 < < 100 0
Military Connected 20 60 80 20 36 50 86 14
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
School823
Division544285416
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten182116
Kindergarten111130109
Grade 111497128
Grade 2126111101
Grade 3127128110
Grade 413499126
Grade 5131144111
Total Students761730701

< = 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 Students761730701
Female362343337
Male399387364
American Indian113
Asian647275
Black285262246
Hispanic205212204
White143125121
Multiple Races635852
Students with Disabilities117111101
Students without Disabilities644619600
Economically Disadvantaged334317298
Not Economically Disadvantaged427413403
English Learners214221217
Not English Learners547509484
Military Connected796971
< = 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 Students709737155667373
Female355403422832336
Male354333732835037
American Indian----<<
Asian6585775111
Black264152871225919
Hispanic182261692118225
Native Hawaiian<<----
White135161401012911
Multiple Races628626517
Students with Disabilities872489178023
Economically Disadvantaged337373363930951
English Learners227291992119031
Homeless--<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 20
Other Offenses Against Persons <
All Other Offenses <
Offenses Against Student 32

< = 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 Indian----0.1
Asian9.48.38.4
Black36.78039.835.737.587.5
Hispanic26.124.27.126.9
Native Hawaiian0.1----
White19.219.118.812.5
Multiple Races8.5208.757.18.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.1
Asian9.48.38.4
Black36.739.837.5
Hispanic26.124.226.9
Native Hawaiian0.1
White19.219.118.8
Multiple Races8.58.78.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian----0.1
Asian9.48.38.4
Black36.739.837.5
Hispanic26.124.226.9
Native Hawaiian0.1----
White19.219.118.8
Multiple Races8.58.78.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 44.54645.7
< = 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 48.948.851.8
< = 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 84.883.784.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201841%57%2%0%
2018-201947%50%2%1%
2019-202049%48%2%1%
< = 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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