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Lovettsville Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-751-2470
Address: 49 S Loudoun St Lovettsville, VA 20180-8513
Principal: Linda Textoris
Superintendent: Dr. Eric Williams
School Number: 780
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
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 23 57 80 20 25 59 84 16 21 64 85 15
Female 30 52 83 17 28 58 86 14 22 65 88 12
Male 16 61 77 23 21 61 82 18 20 63 83 17
Asian < < < < < < 100 0 < < < <
Black < < 100 0 < < < < 20 60 80 20
Hispanic 7 53 60 40 7 64 71 29 10 75 85 15
White 25 56 82 18 25 60 85 15 22 64 86 14
Multiple Races 28 61 89 11 50 38 88 13 28 50 78 22
Students with Disabilities 10 51 62 38 14 52 67 33 6 53 58 42
Students without Disabilities 26 57 83 17 27 60 87 13 24 66 90 10
Economically Disadvantaged 13 50 63 38 10 69 79 21 23 54 77 23
Not Economically Disadvantaged 25 57 82 18 27 58 85 15 21 65 86 14
English Learners 7 43 50 50 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < < <
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 21 49 70 30 26 56 82 18 10 72 83 17
Female 31 42 72 28 28 57 85 15 15 73 88 13
Male 13 55 68 33 24 55 80 20 7 72 78 22
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 - 73 73 27
White 18 51 69 31 24 57 81 19 13 72 85 15
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < 15 46 62 38 10 50 60 40
Students without Disabilities 22 48 70 30 28 57 85 15 11 75 86 14
Economically Disadvantaged < < < < < < < < - 70 70 30
Not Economically Disadvantaged 21 49 69 31 27 56 83 17 12 72 84 16
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 65 87 13 20 63 84 16 27 62 89 11
Female 27 63 89 11 28 59 87 13 26 65 91 9
Male 16 69 84 16 13 68 80 20 28 59 87 13
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 24 66 90 10 18 64 82 18 28 62 90 10
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 8 42 50 50 7 64 71 29 - 58 58 42
Students without Disabilities 24 69 92 8 23 63 86 14 31 63 94 6
Economically Disadvantaged < < < < 18 82 100 0 < < < <
Not Economically Disadvantaged 23 66 89 11 21 60 81 19 27 64 92 8
English Learners < < < < < < 100 0 < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 53 81 19 28 59 87 13 26 58 84 16
Female 35 48 83 17 29 58 86 14 25 59 84 16
Male 19 59 78 22 26 61 87 13 28 56 83 17
Asian < < < < < < 100 0 < < < <
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < < < < < < < 100 0
White 33 50 83 17 31 60 90 10 24 59 83 17
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 11 56 67 33 20 47 67 33 7 50 57 43
Students without Disabilities 32 52 85 15 29 61 90 10 30 59 89 11
Economically Disadvantaged < < < < - 64 64 36 < < 100 0
Not Economically Disadvantaged 30 54 84 16 31 59 89 11 24 58 82 18
English Learners < < < < < < < < < < < <
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 19 58 77 23 22 55 77 23 19 69 88 12
Female 15 62 77 23 20 56 76 24 14 75 89 11
Male 22 55 77 23 24 54 79 21 23 63 87 13
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < 10 70 80 20
Hispanic 13 40 53 47 6 63 69 31 5 75 80 20
White 20 60 79 21 22 54 76 24 20 68 89 11
Multiple Races 17 61 78 22 38 50 88 13 17 72 89 11
Students with Disabilities 8 42 50 50 10 48 57 43 8 50 58 42
Students without Disabilities 20 61 81 19 24 56 80 20 20 73 93 7
Economically Disadvantaged 13 38 50 50 7 62 69 31 12 69 81 19
Not Economically Disadvantaged 19 60 80 20 24 54 78 22 19 69 89 11
English Learners 7 64 71 29 < < < < < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 60 71 29 17 58 75 25 14 72 86 14
Female 8 61 69 31 15 50 65 35 10 75 85 15
Male 13 59 72 28 18 65 84 16 17 70 87 13
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 - 73 73 27
White 8 64 72 28 17 56 73 27 18 69 87 13
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < 15 46 62 38 10 60 70 30
Students without Disabilities 12 63 75 25 17 60 77 23 14 74 88 12
Economically Disadvantaged < < < < < < < < - 80 80 20
Not Economically Disadvantaged 10 61 72 28 18 58 76 24 16 71 87 13
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 59 83 17 27 49 77 23 28 64 92 8
Female 16 70 86 14 27 56 83 17 20 74 93 7
Male 33 47 80 20 28 43 70 30 37 54 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 26 58 84 16 29 47 76 24 29 65 94 6
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 17 42 58 42 - 43 43 57 8 50 58 42
Students without Disabilities 25 62 87 13 33 51 84 16 31 66 98 3
Economically Disadvantaged < < < < 9 64 73 27 < < < <
Not Economically Disadvantaged 24 61 85 15 30 47 77 23 30 64 94 6
English Learners < < < < < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 55 75 25 23 57 79 21 13 73 85 15
Female 20 52 72 28 18 60 78 22 11 77 89 11
Male 19 59 78 22 28 52 80 20 14 67 81 19
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < < < < < < <
White 23 58 80 20 23 58 81 19 11 73 84 16
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 44 50 50 13 53 67 33 7 43 50 50
Students without Disabilities 23 58 82 18 24 57 81 19 14 79 92 8
Economically Disadvantaged < < < < 9 64 73 27 < < < <
Not Economically Disadvantaged 21 59 80 20 24 56 80 20 11 74 85 15
English Learners < < < < < < < < < < 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 22 51 72 28 16 62 78 22 24 51 75 25
Female 17 48 65 35 18 57 75 25 23 52 75 25
Male 27 54 81 19 13 69 82 18 25 50 75 25
Asian < < < < < < < < < < < <
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White 26 52 77 23 16 65 81 19 27 49 76 24
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 56 56 44 7 40 47 53 14 36 50 50
Students without Disabilities 28 49 77 23 18 66 83 17 26 55 80 20
Economically Disadvantaged < < < < - 64 64 36 < < < <
Not Economically Disadvantaged 24 54 78 22 18 62 80 20 24 50 74 26
English Learners < < < < < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 51 72 28 16 62 78 22 24 51 75 25
Female 17 48 65 35 18 57 75 25 23 52 75 25
Male 27 54 81 19 13 69 82 18 25 50 75 25
Asian < < < < < < < < < < < <
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White 26 52 77 23 16 65 81 19 27 49 76 24
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 56 56 44 7 40 47 53 14 36 50 50
Students without Disabilities 28 49 77 23 18 66 83 17 26 55 80 20
Economically Disadvantaged < < < < - 64 64 36 < < < <
Not Economically Disadvantaged 24 54 78 22 18 62 80 20 24 50 74 26
English Learners < < < < < < < < < < < <
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 37 52 89 11 33 54 87 13 49 41 90 10
Female 42 47 89 11 28 64 92 8 41 52 93 7
Male 30 59 89 11 38 45 83 18 57 30 87 13
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 39 51 90 10 32 58 89 11 46 46 91 9
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 38 31 69 31 14 57 71 29 25 25 50 50
Students without Disabilities 37 56 92 8 37 54 91 9 53 44 96 4
Economically Disadvantaged 10 70 80 20 27 64 91 9 < < < <
Not Economically Disadvantaged 40 51 90 10 34 53 87 13 50 42 92 8
English Learners < < < < < < 100 0 < < 100 0
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 52 89 11 33 55 88 12 49 41 90 10
Female 42 47 89 11 28 64 92 8 41 52 93 7
Male 30 59 89 11 38 46 85 15 57 30 87 13
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 39 51 90 10 32 58 91 9 46 46 91 9
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 38 31 69 31 15 62 77 23 25 25 50 50
Students without Disabilities 37 56 92 8 37 54 91 9 53 44 96 4
Economically Disadvantaged 10 70 80 20 27 64 91 9 < < < <
Not Economically Disadvantaged 40 51 90 10 34 54 88 12 50 42 92 8
English Learners < < < < < < 100 0 < < 100 0
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
School-3-
Division323211271
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-kindergarten000
Kindergarten737264
Grade 1918569
Grade 2949069
Grade 3889288
Grade 4978987
Grade 5799786
Total Students522525463

< = 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 Students522525463
Female244242216
Male278283247
Asian1287
Black182222
Hispanic506368
White397386325
Multiple Races454641
Students with Disabilities727565
Students without Disabilities450450398
Economically Disadvantaged666263
Not Economically Disadvantaged456463400
English Learners293438
Not English Learners493491425
Homeless82-
Military Connected5613
< = 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 Students483395163348132
Female248192561622414
Male235202601725718
American Indian<<----
Asian10110183
Black102110163
Hispanic324424453
Native Hawaiian<<<<--
White392304092537023
Multiple Races372433420
Students with Disabilities699747743
Economically Disadvantaged5311566548
English Learners213263235
Homeless67144<<
< = 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

-1 Offenses
  Number of Offenses

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.4----
Asian1.91.82.3
Black2.323.4
Hispanic6.87.99.6
Native Hawaiian0.20.2--
White80.88010076.1
Multiple Races7.68.18.6
< = 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 Indian0.4
Asian1.91.82.3
Black2.323.4
Hispanic6.87.99.6
Native Hawaiian0.20.2
White80.88076.1
Multiple Races7.68.18.6
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4----
Asian1.91.82.3
Black2.323.4
Hispanic6.87.99.6
Native Hawaiian0.20.2--
White80.88076.1
Multiple Races7.68.18.6
< = 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 10.11011.9
< = 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 38.653.850.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 70.38071
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201824%76%0%0%
2018-201925%72%2%1%
2019-202026%74%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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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