Linkhorne Elementary
General school information
Category: Elementary (KG-05) School
Phone: 434-515-5240
Address: 2501 Linkhorne Dr Lynchburg, VA 24503-3398
Principal: Lillian Guzlowski
Superintendent: Mr. Benjamin W. Copeland
School Number: 360
Region: 5
Division: Lynchburg City Public Schools
Division Number: 115
Division Website (opens new window)
Map results may not reflect school division or attendance zone boundaries.
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Accreditation
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Assessments
Assessments
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Enrollment
Enrollment
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Finance
Finance
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Learning Climate
Learning Climate
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Teacher Quality
Teacher Quality
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ESSA
Every Student Succeeds Act
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School Readiness
School Readiness
ACCREDITATION
2024 Accreditation Status: Accredited with ConditionsNumber of School Quality Indicators at Level Three (Below Standard): 2 of 6
Accreditation Status Last Year: Accredited with Conditions
School Quality Indicators
- 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
| Academic Achievement | |
| English | Level Two |
| Mathematics | Level Two |
| Science | Level Two |
| Achievement Gaps | |
| English | Level Three |
| Mathematics | Level Three |
| Student Engagement & Outcomes | |
| Chronic Absenteeism | Level Two |
Performance on school quality indicators is evaluated as follows:
- Level One – School is performing at or above the state standard for the indicator.
- Level Two – School is performing near the state standard for the indicator or improving.
- Level Three – School is performing below the state standard for the indicator.
- Too Small — Too few students for evaluation.
- High-performing schools earn three-year waivers from annual accreditation, although performance on school quality indicators is reported annually.
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.
Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:
- Level One – No more than one student group performing at Level Two and no student group performing at Level Three
- Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three
- Level Three – Two or more student groups performing at Level Three
English Academic Achievement: All Students
The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.
The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.
The school quality indicator for academic achievement in science is based on the overall percentage of students passing state science tests.
Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.
Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.
Portion or all of graph unavailable due to small values
The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English.
Select “Show Data” for details on the combined rate for English Academic Achievement as follows:
- Percent Passing – Percent of students in school or group passing state English tests
- Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction
- Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests
- Percent Showing EL Progress or Proficiency – Percent of English-language learners passing state English-language proficiency tests or making progress toward English-language proficiency
- Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress
- No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress
Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:
- Level One – No more than one student group performing at Level Two and no student group performing at Level Three
- Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three
- Level Three – Two or more student groups performing at Level Three
The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics.
Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:
- Percent Passing – Percent of students in school or group passing state mathematics tests
- Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction
- Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests
- Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth
- No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth
The school quality indicator for science is based on the overall percentage of students passing state science tests.
| English Academic Achievement: All Students | ||||||
|---|---|---|---|---|---|---|
| Percentage of Students | ||||||
| Data Source | Percent Passing | Percent Passing With Recovery | Percent Showing Growth | Percent Showing EL Progress or Proficiency | Accreditation Combined Rate | No Proficiency or Growth |
| Current Year | 45 | 4 | 17 | 2 | 69 | 31 |
| Previous Year | 50 | 2 | 17 | 0 | 70 | 30 |
| Cumulative 3 Year | 49 | 3 | 17 | 1 | 70 | 30 |
Student Engagement and Outcomes: Chronic Absenteeism
A dropout is a former student who left high school without earning a diploma or high school equivalency and who did not complete the required course of studies.
Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.
The school quality indicator for graduation and completion awards full credit for students who earn state Board of Education-approved diplomas and partial credit for students who earn high school equivalency certificates.
The College, Career, and Civic Readiness Index measures, for the graduating cohort, student preparation for college and careers while in high school. Credit is given for advanced coursework, CTE courses and credentials, JROTC coursework and credentials, work-based learning, and service learning.
20.27% of the students in this school were chronically absent in the 2023 - 2024 school year.
Portion or all of graph unavailable due to small values
Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.
The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.
Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:
The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.
Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:
- Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year
- Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years
A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.
- Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two
- Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three
- Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years
Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.
| Outcome | Point Value |
|---|---|
| Diploma | 100 |
| High school equivalency | 75 |
| Still in school | 70 |
| Local certificate of program completion | 25 |
| Dropout | 0 |
- Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two
- Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three
- Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years
No additional explanation available.
| Chronic Absenteeism Detail | ||||
|---|---|---|---|---|
| Data Source | Less than 10% Absenteeism | At or above 10% Absenteeism | Total Students | Rate |
| 2023 - 2024 | 295 | 75 | 370 | 20.27 |
| 2022 - 2023 | 312 | 84 | 396 | 21.21 |
| 2021 - 2022 | 279 | 139 | 418 | 33.25 |
Assessments
The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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 | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 4 | 49 | 52 | 48 | 3 | 48 | 50 | 50 | 3 | 43 | 45 | 55 |
| Female | 4 | 53 | 57 | 43 | 3 | 53 | 56 | 44 | 3 | 45 | 48 | 52 |
| Male | 3 | 44 | 47 | 53 | 3 | 42 | 45 | 55 | 2 | 40 | 42 | 58 |
| Asian | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Black | 1 | 47 | 48 | 52 | - | 41 | 41 | 59 | 2 | 37 | 39 | 61 |
| Hispanic | 6 | 39 | 44 | 56 | 14 | 57 | 71 | 29 | 7 | 29 | 36 | 64 |
| White | 11 | 61 | 71 | 29 | 11 | 62 | 73 | 27 | 6 | 62 | 68 | 32 |
| Multiple Races | 5 | 41 | 45 | 55 | - | 48 | 48 | 52 | - | 48 | 48 | 52 |
| Students with Disabilities | - | 18 | 18 | 82 | - | 17 | 17 | 83 | - | 4 | 4 | 96 |
| Students without Disabilities | 4 | 53 | 57 | 43 | 3 | 52 | 55 | 45 | 3 | 49 | 52 | 48 |
| Economically Disadvantaged | 1 | 47 | 48 | 52 | 1 | 43 | 44 | 56 | 2 | 42 | 44 | 56 |
| Not Economically Disadvantaged | 12 | 53 | 65 | 35 | 9 | 64 | 73 | 27 | 5 | 46 | 51 | 49 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | < | < | < | < |
| Military Connected | < | < | 100 | 0 | < | < | < | < | < | < | 100 | 0 |
| Foster Care | < | < | < | < | < | < | < | < | ||||
| Grade 3 English Reading Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 3 | 54 | 57 | 43 | 5 | 38 | 44 | 56 | - | 40 | 40 | 60 |
| Female | 3 | 63 | 67 | 33 | 5 | 45 | 50 | 50 | - | 44 | 44 | 56 |
| Male | 3 | 45 | 48 | 52 | 6 | 31 | 37 | 63 | - | 33 | 33 | 67 |
| Black | - | 53 | 53 | 47 | - | 31 | 31 | 69 | - | 38 | 38 | 63 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | 17 | 58 | 75 | 25 | 13 | 53 | 67 | 33 | < | < | < | < |
| Multiple Races | < | < | < | < | < | < | < | < | < | < | < | < |
| Students with Disabilities | < | < | < | < | - | 15 | 15 | 85 | < | < | < | < |
| Students without Disabilities | 4 | 56 | 60 | 40 | 7 | 43 | 50 | 50 | - | 44 | 44 | 56 |
| Economically Disadvantaged | - | 59 | 59 | 41 | 3 | 38 | 42 | 58 | - | 40 | 40 | 60 |
| Not Economically Disadvantaged | 13 | 40 | 53 | 47 | 15 | 38 | 54 | 46 | - | 40 | 40 | 60 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | < | < | < | < |
| Foster Care | < | < | 100 | 0 | < | < | < | < | ||||
| Grade 4 English Reading Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 4 | 49 | 53 | 47 | - | 59 | 59 | 41 | 4 | 37 | 41 | 59 |
| Female | 3 | 52 | 55 | 45 | - | 67 | 67 | 33 | 5 | 38 | 43 | 57 |
| Male | 5 | 46 | 51 | 49 | - | 50 | 50 | 50 | 2 | 36 | 38 | 62 |
| Asian | < | < | 100 | 0 | < | < | 100 | 0 | < | < | 100 | 0 |
| Black | 2 | 48 | 50 | 50 | - | 47 | 47 | 53 | 2 | 22 | 24 | 76 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | 9 | 64 | 73 | 27 | - | 83 | 83 | 17 | 6 | 69 | 75 | 25 |
| Multiple Races | - | 36 | 36 | 64 | < | < | < | < | - | 60 | 60 | 40 |
| Students with Disabilities | < | < | < | < | < | < | < | < | - | - | - | 100 |
| Students without Disabilities | 5 | 53 | 58 | 42 | - | 62 | 62 | 38 | 5 | 48 | 52 | 48 |
| Economically Disadvantaged | - | 45 | 45 | 55 | - | 53 | 53 | 47 | 3 | 31 | 34 | 66 |
| Not Economically Disadvantaged | 21 | 64 | 86 | 14 | - | 77 | 77 | 23 | 5 | 55 | 60 | 40 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | ||||
| Foster Care | < | < | < | < | ||||||||
| Grade 5 English Reading Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 3 | 44 | 47 | 53 | 3 | 48 | 51 | 49 | 3 | 53 | 57 | 43 |
| Female | 6 | 46 | 51 | 49 | 3 | 50 | 53 | 47 | 4 | 58 | 62 | 38 |
| Male | - | 41 | 41 | 59 | 3 | 46 | 49 | 51 | 3 | 50 | 53 | 47 |
| Black | - | 42 | 42 | 58 | - | 48 | 48 | 52 | 3 | 58 | 61 | 39 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | 7 | 60 | 67 | 33 | 20 | 50 | 70 | 30 | 10 | 60 | 70 | 30 |
| Multiple Races | < | < | < | < | - | 42 | 42 | 58 | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Students without Disabilities | 4 | 48 | 52 | 48 | 3 | 51 | 54 | 46 | 4 | 57 | 60 | 40 |
| Economically Disadvantaged | 2 | 39 | 41 | 59 | - | 38 | 38 | 62 | 2 | 57 | 60 | 40 |
| Not Economically Disadvantaged | 5 | 55 | 60 | 40 | 11 | 74 | 84 | 16 | 9 | 36 | 45 | 55 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | ||||||||
| Military Connected | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| Grade 6 English Reading Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 7 English Reading Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 8 English Reading Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| EOC English Reading Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
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< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
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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 | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| EOC Writing Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 8 Writing Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
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< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
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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 | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 1 | 39 | 40 | 60 | 2 | 41 | 43 | 57 | 2 | 37 | 39 | 61 |
| Female | - | 46 | 46 | 54 | - | 46 | 46 | 54 | - | 38 | 38 | 63 |
| Male | 1 | 33 | 34 | 66 | 5 | 36 | 41 | 59 | 4 | 36 | 40 | 60 |
| Asian | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Black | 1 | 33 | 34 | 66 | - | 37 | 37 | 63 | - | 32 | 32 | 68 |
| Hispanic | - | 39 | 39 | 61 | 14 | 29 | 43 | 57 | 6 | 22 | 28 | 72 |
| White | - | 56 | 56 | 44 | 8 | 54 | 62 | 38 | 9 | 49 | 57 | 43 |
| Multiple Races | - | 41 | 41 | 59 | - | 44 | 44 | 56 | - | 52 | 52 | 48 |
| Students with Disabilities | - | 14 | 14 | 86 | - | 16 | 16 | 84 | - | - | - | 100 |
| Students without Disabilities | 1 | 43 | 43 | 57 | 3 | 44 | 47 | 53 | 2 | 43 | 46 | 54 |
| Economically Disadvantaged | 1 | 32 | 33 | 67 | - | 37 | 37 | 63 | 1 | 37 | 38 | 62 |
| Not Economically Disadvantaged | - | 61 | 61 | 39 | 11 | 55 | 66 | 34 | 7 | 37 | 43 | 57 |
| English Learners | < | < | < | < | < | < | < | < | - | 15 | 15 | 85 |
| Homeless | < | < | < | < | < | < | < | < | < | < | < | < |
| Military Connected | < | < | < | < | < | < | < | < | < | < | 100 | 0 |
| Foster Care | < | < | < | < | < | < | < | < | ||||
| Grade 3 Mathematics Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | - | 38 | 38 | 62 | 1 | 42 | 43 | 57 | 2 | 44 | 45 | 55 |
| Female | - | 43 | 43 | 57 | - | 49 | 49 | 51 | - | 41 | 41 | 59 |
| Male | - | 32 | 32 | 68 | 3 | 34 | 37 | 63 | 4 | 48 | 52 | 48 |
| Black | - | 36 | 36 | 64 | - | 34 | 34 | 66 | - | 47 | 47 | 53 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | - | 50 | 50 | 50 | - | 67 | 67 | 33 | < | < | < | < |
| Multiple Races | < | < | < | < | < | < | < | < | < | < | < | < |
| Students with Disabilities | < | < | < | < | - | 8 | 8 | 92 | < | < | < | < |
| Students without Disabilities | - | 42 | 42 | 58 | 2 | 49 | 51 | 49 | 2 | 48 | 50 | 50 |
| Economically Disadvantaged | - | 33 | 33 | 67 | - | 42 | 42 | 58 | 2 | 42 | 44 | 56 |
| Not Economically Disadvantaged | - | 53 | 53 | 47 | 8 | 38 | 46 | 54 | - | 50 | 50 | 50 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | < | < | < | < |
| Foster Care | < | < | < | < | < | < | 100 | 0 | ||||
| Grade 4 Mathematics Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | - | 33 | 33 | 67 | 3 | 36 | 40 | 60 | 1 | 29 | 30 | 70 |
| Female | - | 36 | 36 | 64 | - | 37 | 37 | 63 | - | 32 | 32 | 68 |
| Male | - | 31 | 31 | 69 | 7 | 36 | 43 | 57 | 2 | 27 | 30 | 70 |
| Asian | < | < | < | < | < | < | 100 | 0 | < | < | 100 | 0 |
| Black | - | 27 | 27 | 73 | - | 26 | 26 | 74 | - | 18 | 18 | 82 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | - | 55 | 55 | 45 | 17 | 42 | 58 | 42 | - | 47 | 47 | 53 |
| Multiple Races | - | 27 | 27 | 73 | < | < | 100 | 0 | - | 60 | 60 | 40 |
| Students with Disabilities | < | < | < | < | < | < | < | < | - | - | - | 100 |
| Students without Disabilities | - | 36 | 36 | 64 | 4 | 38 | 42 | 58 | 2 | 38 | 40 | 60 |
| Economically Disadvantaged | - | 24 | 24 | 76 | - | 33 | 33 | 67 | - | 29 | 29 | 71 |
| Not Economically Disadvantaged | - | 71 | 71 | 29 | 15 | 46 | 62 | 38 | 4 | 30 | 35 | 65 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | < | < | < | < | ||||
| Foster Care | < | < | < | < | ||||||||
| Grade 5 Mathematics Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 2 | 48 | 49 | 51 | 3 | 44 | 46 | 54 | 3 | 41 | 45 | 55 |
| Female | - | 57 | 57 | 43 | - | 52 | 52 | 48 | - | 42 | 42 | 58 |
| Male | 3 | 37 | 40 | 60 | 5 | 37 | 42 | 58 | 6 | 41 | 47 | 53 |
| Black | 3 | 36 | 39 | 61 | - | 48 | 48 | 52 | - | 39 | 39 | 61 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | - | 63 | 63 | 38 | 10 | 50 | 60 | 40 | 20 | 50 | 70 | 30 |
| Multiple Races | < | < | < | < | - | 33 | 33 | 67 | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Students without Disabilities | 2 | 51 | 53 | 47 | 3 | 45 | 48 | 52 | 4 | 45 | 49 | 51 |
| Economically Disadvantaged | 2 | 42 | 44 | 56 | - | 34 | 34 | 66 | - | 43 | 43 | 57 |
| Not Economically Disadvantaged | - | 60 | 60 | 40 | 11 | 72 | 83 | 17 | 18 | 36 | 55 | 45 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | ||||||||
| Military Connected | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| Grade 6 Mathematics Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 7 Mathematics Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 8 Mathematics Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Algebra I Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Geometry Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Algebra II Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
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< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
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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 | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 3 | 40 | 43 | 57 | 3 | 35 | 38 | 63 | 5 | 41 | 47 | 53 |
| Female | - | 46 | 46 | 54 | - | 35 | 35 | 65 | - | 38 | 38 | 62 |
| Male | 7 | 33 | 40 | 60 | 5 | 34 | 39 | 61 | 9 | 44 | 53 | 47 |
| Black | 3 | 31 | 33 | 67 | - | 34 | 34 | 66 | - | 42 | 42 | 58 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | 6 | 56 | 63 | 38 | 10 | 50 | 60 | 40 | 30 | 50 | 80 | 20 |
| Multiple Races | < | < | < | < | - | 31 | 31 | 69 | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Students without Disabilities | 4 | 42 | 46 | 54 | 3 | 35 | 38 | 62 | 6 | 43 | 49 | 51 |
| Economically Disadvantaged | 2 | 38 | 40 | 60 | - | 23 | 23 | 77 | 2 | 47 | 49 | 51 |
| Not Economically Disadvantaged | 5 | 45 | 50 | 50 | 11 | 68 | 79 | 21 | 18 | 18 | 36 | 64 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | ||||||||
| Military Connected | < | < | < | < | < | < | 100 | 0 | ||||
| Grade 5 Science Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 3 | 40 | 43 | 57 | 3 | 35 | 38 | 63 | 5 | 41 | 47 | 53 |
| Female | - | 46 | 46 | 54 | - | 35 | 35 | 65 | - | 38 | 38 | 62 |
| Male | 7 | 33 | 40 | 60 | 5 | 34 | 39 | 61 | 9 | 44 | 53 | 47 |
| Black | 3 | 31 | 33 | 67 | - | 34 | 34 | 66 | - | 42 | 42 | 58 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | 6 | 56 | 63 | 38 | 10 | 50 | 60 | 40 | 30 | 50 | 80 | 20 |
| Multiple Races | < | < | < | < | - | 31 | 31 | 69 | < | < | < | < |
| Students with Disabilities | < | < | < | < | < | < | < | < | < | < | < | < |
| Students without Disabilities | 4 | 42 | 46 | 54 | 3 | 35 | 38 | 62 | 6 | 43 | 49 | 51 |
| Economically Disadvantaged | 2 | 38 | 40 | 60 | - | 23 | 23 | 77 | 2 | 47 | 49 | 51 |
| Not Economically Disadvantaged | 5 | 45 | 50 | 50 | 11 | 68 | 79 | 21 | 18 | 18 | 36 | 64 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | ||||||||
| Military Connected | < | < | < | < | < | < | 100 | 0 | ||||
| Grade 8 Science Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Biology Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Chemistry Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Earth Science Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| 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 | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 6 | 32 | 38 | 62 | 4 | 44 | 48 | 52 | 5 | 25 | 30 | 70 |
| Female | 3 | 36 | 39 | 61 | 6 | 41 | 47 | 53 | 3 | 20 | 23 | 77 |
| Male | 10 | 27 | 37 | 63 | 3 | 46 | 49 | 51 | 7 | 29 | 36 | 64 |
| Asian | < | < | 100 | 0 | < | < | < | < | < | < | 100 | 0 |
| Black | 3 | 24 | 27 | 73 | 2 | 41 | 43 | 57 | 4 | 13 | 17 | 83 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | 19 | 44 | 63 | 38 | - | 80 | 80 | 20 | 11 | 41 | 52 | 48 |
| Multiple Races | < | < | < | < | 8 | 25 | 33 | 67 | - | 47 | 47 | 53 |
| Students with Disabilities | < | < | < | < | < | < | < | < | - | - | - | 100 |
| Students without Disabilities | 7 | 33 | 40 | 60 | 5 | 47 | 52 | 48 | 7 | 30 | 36 | 64 |
| Economically Disadvantaged | 2 | 31 | 33 | 67 | 2 | 32 | 34 | 66 | 4 | 23 | 27 | 73 |
| Not Economically Disadvantaged | 14 | 33 | 48 | 52 | 11 | 78 | 89 | 11 | 10 | 31 | 41 | 59 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | ||||||||
| Military Connected | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| Foster Care | < | < | < | < | < | < | < | < | ||||
| VA Studies Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 6 | 32 | 38 | 62 | 4 | 44 | 48 | 52 | 5 | 25 | 30 | 70 |
| Female | 3 | 36 | 39 | 61 | 6 | 41 | 47 | 53 | 3 | 20 | 23 | 77 |
| Male | 10 | 27 | 37 | 63 | 3 | 46 | 49 | 51 | 7 | 29 | 36 | 64 |
| Asian | < | < | 100 | 0 | < | < | < | < | < | < | 100 | 0 |
| Black | 3 | 24 | 27 | 73 | 2 | 41 | 43 | 57 | 4 | 13 | 17 | 83 |
| Hispanic | < | < | < | < | < | < | < | < | < | < | < | < |
| White | 19 | 44 | 63 | 38 | - | 80 | 80 | 20 | 11 | 41 | 52 | 48 |
| Multiple Races | < | < | < | < | 8 | 25 | 33 | 67 | - | 47 | 47 | 53 |
| Students with Disabilities | < | < | < | < | < | < | < | < | - | - | - | 100 |
| Students without Disabilities | 7 | 33 | 40 | 60 | 5 | 47 | 52 | 48 | 7 | 30 | 36 | 64 |
| Economically Disadvantaged | 2 | 31 | 33 | 67 | 2 | 32 | 34 | 66 | 4 | 23 | 27 | 73 |
| Not Economically Disadvantaged | 14 | 33 | 48 | 52 | 11 | 78 | 89 | 11 | 10 | 31 | 41 | 59 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Homeless | < | < | < | < | ||||||||
| Military Connected | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| Foster Care | < | < | < | < | < | < | < | < | ||||
| VA & US History Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| World History I Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| World History II Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Geography Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Civics & Econ Performance | 2021-2022 | 2022-2023 | 2023-2024 | |||||||||
| 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
| 2021-2022 | 2022-2023 | 2023-2024 | |
|---|---|---|---|
| School | - | - | 4 |
| Division | 7 | 14 | 31 |
| State | 4,006 | 4,460 | 6,361 |
| 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 |
| Grade 3 Reading | 0 | 57 | 0% |
| Grade 4 Reading | 0 | 79 | 0% |
| Grade 5 Reading | 0 | 57 | 0% |
Number and percentage of students participating in the Virginia Alternate Assessment Program.
Enrollment
Fall Membership by Grade
| Grade | 2023-2024 | 2024-2025 |
|---|---|---|
| Pre-kindergarten | 18 | 17 |
| Kindergarten | 49 | 58 |
| Grade 1 | 57 | 51 |
| Grade 2 | 64 | 62 |
| Grade 3 | 57 | 62 |
| Grade 4 | 79 | 57 |
| Grade 5 | 57 | 74 |
| Total Students | 381 | 381 |
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available
Fall Membership by Subgroups
2024 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 | 2023-2024 | 2024-2025 |
| All Students | 381 | 381 |
| Female | 192 | 195 |
| Male | 189 | 186 |
| Asian | 3 | 4 |
| Black | 227 | 223 |
| Hispanic | 34 | 30 |
| White | 73 | 87 |
| Multiple Races | 44 | 37 |
| Students with Disabilities | 51 | 64 |
| Students without Disabilities | 330 | 317 |
| Economically Disadvantaged | 289 | 303 |
| Not Economically Disadvantaged | 92 | 78 |
| English Learners | 22 | 24 |
| Not English Learners | 359 | 357 |
| Homeless | 12 | 6 |
| Military Connected | 2 | 5 |
| Foster Care | 8 | 6 |
|
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
||
Finance
Per-Pupil Spending
2022-2023 Per-Pupil Spending
Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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 2023-2024 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 | ||||||
|---|---|---|---|---|---|---|
| 2021-2022 | 2022-2023 | 2023-2024 | ||||
| Subgroup | Below 10% | 10% or Above | Below 10% | 10% or Above | Below 10% | 10% or Above |
| All Students | 279 | 139 | 312 | 84 | 295 | 75 |
| Female | 148 | 63 | 161 | 36 | 146 | 31 |
| Male | 131 | 76 | 151 | 48 | 149 | 44 |
| Asian | < | < | < | < | < | < |
| Black | 162 | 86 | 197 | 46 | 174 | 49 |
| Hispanic | 20 | 18 | 25 | 13 | 26 | 9 |
| White | 67 | 16 | 56 | 13 | 62 | 8 |
| Multiple Races | 28 | 17 | 33 | 10 | 32 | 7 |
| Students with Disabilities | 35 | 23 | 36 | 14 | 35 | 16 |
| Economically Disadvantaged | 195 | 128 | 242 | 71 | 229 | 61 |
| English Learners | 13 | 8 | 10 | 8 | 16 | 8 |
| Homeless | < | < | < | < | 9 | 4 |
|
< = 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
| 2023-2024 Offenses | ||||
|---|---|---|---|---|
| Number of Offenses | ||||
| Behaviors that Impede Academic Progress | 27 | |||
| Behaviors related to School Operations | 19 | |||
| Relationship Behaviors without Physical Harm | 16 | |||
| Behaviors of a Safety Concern | 50 | |||
| Behaviors that Endanger the Health, Safety, or Welfare of Self or Others | 5 | |||
< = 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 | ||||
|---|---|---|---|---|
| 2022-2023 | 2023-2024 | |||
| Subgroup | % Population | % Short-Term Suspensions | % Population | % Short-Term Suspensions |
| American Indian | - | - | - | - |
| Asian | 0.7 | 0.8 | ||
| Black | 59.9 | 62.5 | 60.1 | 75 |
| Hispanic | 9.5 | 9 | 10.7 | |
| Native Hawaiian | - | - | - | - |
| White | 19.6 | 12.5 | 19.3 | 7.1 |
| Multiple Races | 11.5 | 25 | 11.6 | 7.1 |
|
< = 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 | ||||
|---|---|---|---|---|
| 2022-2023 | 2023-2024 | |||
| Subgroup | % Population | % Long-Term Suspensions | % Population | % Long-Term Suspensions |
| American Indian | ||||
| Asian | 0.7 | 0.8 | ||
| Black | 59.9 | 60.1 | ||
| Hispanic | 9.5 | 9 | ||
| Native Hawaiian | ||||
| White | 19.6 | 19.3 | ||
| Multiple Races | 11.5 | 11.6 | ||
|
< = 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 | ||||
|---|---|---|---|---|
| 2022-2023 | 2023-2024 | |||
| Subgroup | % Population | % Expulsions | % Population | % Expulsions |
| American Indian | - | - | - | - |
| Asian | 0.7 | 0.8 | ||
| Black | 59.9 | 60.1 | ||
| Hispanic | 9.5 | 9 | ||
| Native Hawaiian | - | - | - | - |
| White | 19.6 | 19.3 | ||
| Multiple Races | 11.5 | 11.6 | ||
|
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
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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 | |||
|---|---|---|---|
| 2021-2022 | 2022-2023 | 2023-2024 | |
| Percentage | Percentage | Percentage | |
| All Students | 92.8 | 98.7 | 100 |
|
< = 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 | |||
|---|---|---|---|
| 2021-2022 | 2022-2023 | 2023-2024 | |
| Percentage | Percentage | Percentage | |
| All Students | 58.6 | 58.5 | 55.4 |
|
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
|||
Free and Reduced Lunch Participation of Eligible Students
Free and Reduced Lunch Participation of Eligible Students:
The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.
| Free and Reduced Lunch Participation | |||
|---|---|---|---|
| 2021-2022 | 2022-2023 | 2023-2024 | |
| Percentage | Percentage | Percentage | |
| All Students | 68.7 | 64.3 | 68.9 |
|
< = 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.Teacher Quality
Teacher Quality
Teacher Quality All Schools: 2023-2024
| Teacher Quality All Schools: 2023-2024 | |||||||
|---|---|---|---|---|---|---|---|
| Poverty Level | Out-of-Field Teachers | Inexperienced Teachers | Out-of-Field and Inexperienced Teachers | ||||
| Percent | Number | Percent | Number | Percent | Number | ||
| This School | High Poverty | 25% | 8 | 6.3% | 2 | 6.3% | 2 |
| Division | |||||||
| All Schools | 21.2% | 161 | 13.4% | 102 | 8.4% | 64 | |
| High Poverty | 21.2% | 161 | 13.4% | 102 | 8.4% | 64 | |
| State | |||||||
| All Schools | 7.7% | 8352 | 5.9% | 6400 | 1.8% | 1978 | |
| High Poverty | 12.1% | 2339 | 6.9% | 1338 | 2.8% | 545 | |
| Low Poverty | 5% | 1671 | 4.6% | 1541 | 1.1% | 368 | |
< = 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.
School Leaders
Inexperienced (First-Year) School Leaders All Schools: 2023-2024
| Inexperienced (First-Year) School Leaders All Schools: 2023-2024 | |||||
|---|---|---|---|---|---|
| Poverty Level | Principals | Assistant Principals | |||
| Percent | Number | Percent | Number | ||
| This School | |||||
| All Schools | 0% | 0 | 0% | 0 | |
| High Poverty | 0% | 0 | 0% | 0 | |
| Division | |||||
| All Schools | 0% | 0 | 5.3% | 1 | |
| High Poverty | 0% | 0 | 5.3% | 1 | |
| State | |||||
| All Schools | 4% | 85 | 10.3% | 323 | |
| High Poverty | 7.1% | 35 | 13.1% | 93 | |
| Low Poverty | 2.6% | 13 | 8.4% | 72 | |
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available
Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).
Provisionally Licensed Teachers
Provisionally Licensed Teachers All Schools: 2023-2024
| Provisionally Licensed Teachers All Schools: 2023-2024 | |||||
|---|---|---|---|---|---|
| Poverty Level | All Teachers | Special Education Teachers | |||
| Percent | Number | Percent | Number | ||
| This School | High Poverty | 0% | 0 | 0% | 0 |
| Division | |||||
| All Schools | 7% | 53 | 1.2% | 9 | |
| High Poverty | 7% | 53 | 1.2% | 9 | |
| State | |||||
| All Schools | 9.2% | 10167 | 2.7% | 2975 | |
| High Poverty | 12.4% | 2586 | 2.7% | 572 | |
| Low Poverty | 7% | 2356 | 2.5% | 831 | |
< = 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: 2023-2024
No additional explanation available.
| Teacher Educational Attainment | ||||
|---|---|---|---|---|
| Bachelor's Degree | Master's Degree | Doctoral Degree | Other | |
| 2021-2022 | 47% | 50% | 0% | 3% |
| 2022-2023 | 47% | 50% | 0% | 3% |
| 2023-2024 | 53% | 41% | 0% | 6% |
|
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
||||
Every Student Succeeds Act
2024 ESSA Status: Identified for Targeted Support and Improvement
2024 Accreditation Status: Accredited with Conditions
ESSA School Quality Indicators Summary
| Student Group | English Reading Performance | Mathematics Performance | English Learner Progress | Chronic Absenteeism | Federal Graduation Indicator |
|---|---|---|---|---|---|
| All Students | No | No | - | No | - |
| Asian | TS | TS | - | TS | - |
| Black | No | No | - | No | - |
| Hispanic | TS | TS | - | No | - |
| White | No | No | - | Yes | - |
| Multiple Races | TS | TS | - | No | - |
| Economically Disadvantaged | No | No | - | No | - |
| English Learners | TS | TS | TS | TS | - |
| Students with Disabilities | TS | TS | - | No | - |
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
ESSA Annual Targets and Long-Term Goals: Reading
| Student Group | Current Rate | Three-Year Rate | Annual Target | Long-Term Goal |
|---|---|---|---|---|
| All Students | 46% | 50% | 79% | 88% |
| Asian | < | < | 91% | 88% |
| Black | 40% | 44% | 68% | 88% |
| Hispanic | 38% | 52% | 68% | 88% |
| White | 68% | 71% | 85% | 88% |
| Multiple Races | 50% | 49% | 83% | 88% |
| Economically Disadvantaged | 44% | 46% | 68% | 88% |
| English Learners | < | 31% | 60% | 88% |
| Students with Disabilities | 4% | 13% | 57% | 88% |
< = 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 Group | Current Rate | Three-Year Rate | Annual Target | Long-Term Goal |
|---|---|---|---|---|
| All Students | 40% | 42% | 74% | 85% |
| Asian | < | < | 90% | 85% |
| Black | 33% | 35% | 61% | 85% |
| Hispanic | 28% | 37% | 63% | 85% |
| White | 59% | 60% | 81% | 85% |
| Multiple Races | 55% | 47% | 77% | 85% |
| Economically Disadvantaged | 38% | 36% | 62% | 85% |
| English Learners | 15% | 23% | 58% | 85% |
| Students with Disabilities | - | 10% | 54% | 85% |
< = 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 Group | Current Rate |
|---|---|
| All Students | 47% |
| Asian | - |
| Black | 42% |
| Hispanic | < |
| White | 80% |
| Multiple Races | < |
| Economically Disadvantaged | 49% |
| English Learners | < |
| Students with Disabilities | < |
< = 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.
Chronic Absenteeism
| Student Group | Current Rate | Three-Year Rate | Annual Target | Long-Term Goal |
|---|---|---|---|---|
| All Students | 20% | 21% | 12% | 10% |
| Asian | < | < | 10% | 10% |
| Black | 22% | 20% | 12% | 10% |
| Hispanic | 26% | 30% | 12% | 10% |
| White | 11% | 15% | 12% | 10% |
| Multiple Races | 18% | 21% | 12% | 10% |
| Economically Disadvantaged | 21% | 22% | 13% | 10% |
| English Learners | 33% | 38% | 12% | 10% |
| Students with Disabilities | 31% | 30% | 14% | 10% |
< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available
Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.
The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.
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.
The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.
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 Learners | Percent | Annual Target | Long-Term Goal |
|---|---|---|---|
| English Learner Progress | 62% | 54% | 58% |
| English Learner Proficiency | 4% | - | - |
< = 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 Learners | Numerator | Denominator | Rate |
|---|---|---|---|
| English Learner Progress | 8 | 13 | 62% |
| English Learner Proficiency | 1 | 23 | 4% |
ESSA Participation Rates
| Student Group | English Reading Participation | Mathematics Participation | Science Participation | |||
|---|---|---|---|---|---|---|
| Assessed | Not Assessed | Assessed | Not Assessed | Assessed | Not Assessed | |
| All Students | 99% | 1% | 99% | 1% | 100% | - |
| Asian | < | < | < | < | - | - |
| Black | 100% | - | 100% | - | 100% | - |
| Hispanic | 93% | 7% | 95% | 5% | < | < |
| White | 100% | - | 100% | - | 100% | - |
| Multiple Races | 100% | - | 100% | - | < | < |
| Economically Disadvantaged | 100% | - | 100% | - | 100% | - |
| Not Economically Disadvantaged | 98% | 2% | 98% | 2% | 100% | - |
| English Learners | < | < | 100% | - | < | < |
| Students with Disabilities | 100% | - | 100% | - | < | < |
| Students without Disabilities | 99% | 1% | 99% | 1% | 100% | - |
| Female | 100% | - | 100% | - | 100% | - |
| Male | 99% | 1% | 99% | 1% | 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).
Growth in Reading and Mathematics
| Student Group | Growth English Reading | Growth Mathematics |
|---|---|---|
| All Students | 58% | 49% |
| Asian | < | < |
| Black | 54% | 45% |
| Hispanic | < | 50% |
| White | 77% | 56% |
| Multiple Races | 60% | 60% |
| Economically Disadvantaged | 57% | 50% |
| English Learners | < | < |
| Students with Disabilities | 24% | 13% |
< = 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.
Federal Designation
Schools Identified for Federal Support and Improvement 2023-2024Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019
Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria
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 | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 2021 | 2022 | 2023 | ||||||||
| Number of Students With Public Preschool Experience | Total Number of Kindergarten Students | Percent With Public Preschool Experience | Number of Students With Public Preschool Experience | Total Number of Kindergarten Students | Percent With Public Preschool Experience | Number of Students With Public Preschool Experience | Total Number of Kindergarten Students | Percent With Public Preschool Experience | ||
| School | 41 | 67 | 61 | 37 | 62 | 60 | 28 | 49 | 57 | |
| Division | 281 | 566 | 50 | 301 | 621 | 48 | 281 | 551 | 51 | |
| State | 25464 | 87013 | 29 | 27882 | 86379 | 32 | 29319 | 85427 | 34 | |
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 | |||||||
|---|---|---|---|---|---|---|---|
| 2022 | 2023 | ||||||
| Number of Students Met Benchmark | Number of Students Assessed | Percent | Number of Students Met Benchmark | Number of Students Assessed | Percent | ||
| School | 52 | 63 | 83 | 39 | 51 | 76 | |
| Division | 452 | 603 | 75 | 444 | 553 | 80 | |
| State | 65468 | 85038 | 77 | 52410 | 66606 | 79 | |