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Lynbrook Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-866-2940
Address: 5801 Backlick Rd Springfield, VA 22150
Principal: Vacant
Superintendent: Dr. Scott S. Brabrand
School Number: 890
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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 19 45 64 36 7 48 56 44 7 49 56 44
Female 16 47 63 37 7 51 58 42 6 46 52 48
Male 21 44 65 35 7 47 54 46 7 52 59 41
American Indian < < < < < < < < < < < <
Asian 21 69 90 10 30 57 87 13 30 55 85 15
Black 25 33 58 42 < < < < < < < <
Hispanic 19 43 62 38 5 46 51 49 3 48 51 49
White < < < < 10 70 80 20 20 50 70 30
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 22 25 48 52 4 31 35 65 3 31 34 66
Students without Disabilities 18 51 69 31 8 54 62 38 8 53 61 39
Economically Disadvantaged 19 43 63 37 5 47 52 48 5 47 53 48
Not Economically Disadvantaged 18 61 79 21 26 60 86 14 13 57 70 30
English Learners 20 43 63 37 1 37 37 63 2 34 36 64
Homeless < < 100 0 6 25 31 69 7 29 36 64
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 40 67 33 10 43 52 48 1 37 39 61
Female 22 38 59 41 5 45 50 50 3 30 33 68
Male 30 43 72 28 14 41 55 45 - 47 47 53
Asian < < 100 0 45 45 91 9 < < < <
Black < < < < < < < < < < < <
Hispanic 25 37 62 38 2 42 44 56 - 36 36 64
White < < 100 0 < < < < < < < <
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 28 17 44 56 7 - 7 93 < < < <
Students without Disabilities 26 47 73 27 10 52 62 38 2 38 39 61
Economically Disadvantaged 25 40 65 35 5 45 50 50 2 34 36 64
Not Economically Disadvantaged < < < < 40 30 70 30 - 55 55 45
English Learners 28 36 64 36 1 40 42 58 - 37 37 63
Homeless < < < < < < < <
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 20 42 62 38 5 49 54 46 9 45 54 46
Female 12 50 62 38 9 50 59 41 12 36 48 52
Male 25 37 62 38 2 48 50 50 7 53 60 40
Asian < < < < < < < < 25 67 92 8
Black < < < < < < < < < < < <
Hispanic 21 38 58 42 4 49 53 47 5 41 45 55
White < < < < < < < < < < < <
Students with Disabilities 38 19 56 44 5 32 36 64 5 16 21 79
Students without Disabilities 16 47 63 37 5 55 60 40 11 53 64 36
Economically Disadvantaged 21 40 61 39 3 47 50 50 6 46 52 48
Not Economically Disadvantaged < < < < < < < < 22 39 61 39
English Learners 20 41 61 39 - 38 38 62 7 30 37 63
Homeless < < 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 15 49 64 36 11 42 53 47 9 55 65 35
Female 17 47 63 37 14 48 62 38 6 56 63 38
Male 13 51 64 36 9 38 47 53 12 55 67 33
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 15 48 62 38 9 37 46 54 5 57 62 38
White < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 16 42 58 42 - 33 33 67 - 26 26 74
Students without Disabilities 14 52 66 34 13 44 57 43 13 65 78 22
Economically Disadvantaged 15 45 60 40 7 40 48 52 8 52 60 40
Not Economically Disadvantaged < < 100 0 < < < < 17 75 92 8
English Learners 16 46 62 38 - 23 23 78 - 35 35 65
Homeless < < 100 0 < < < < < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 52 66 34 4 61 65 35 6 60 66 34
Female 14 55 69 31 3 61 65 35 4 73 77 23
Male 14 48 62 38 5 60 65 35 7 51 59 41
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black < < < < < < 100 0 < < 100 0
Hispanic 11 54 65 35 3 57 60 40 4 58 62 38
White < < < < < < 100 0 < < 100 0
Students with Disabilities 7 21 29 71 5 50 55 45 7 57 64 36
Students without Disabilities 16 61 77 23 4 65 69 31 6 60 66 34
Economically Disadvantaged 13 52 65 35 5 56 61 39 6 58 63 37
Not Economically Disadvantaged 20 50 70 30 < < 100 0 7 67 73 27
English Learners 13 51 64 36 - 45 45 55 - 34 34 66
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 11 51 62 38 12 52 64 36 11 59 70 30
Female 12 50 61 39 9 51 60 40 8 59 66 34
Male 10 52 63 37 14 53 67 33 14 60 74 26
American Indian < < < < < < < < < < < <
Asian 28 55 83 17 37 53 90 10 45 45 91 9
Black 33 33 67 33 < < < < < < < <
Hispanic 8 52 60 40 9 52 61 39 6 61 67 33
White < < < < 10 60 70 30 20 60 80 20
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 6 35 41 59 11 33 44 56 5 34 40 60
Students without Disabilities 12 56 68 32 12 58 70 30 13 65 78 22
Economically Disadvantaged 9 51 60 40 10 51 61 39 9 60 69 31
Not Economically Disadvantaged 27 48 76 24 29 60 89 11 21 55 77 23
English Learners 10 50 60 40 5 43 48 52 4 53 57 43
Homeless < < < < - 35 35 65 7 36 43 57
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 6 49 55 45 6 35 41 59 1 56 57 43
Female 11 49 59 41 - 30 30 70 - 50 50 50
Male 2 50 52 48 11 40 51 49 3 63 67 33
Asian < < < < 27 55 82 18 < < < <
Black < < < < < < < < < < < <
Hispanic 3 51 54 46 3 30 33 67 2 53 55 45
White < < 100 0 < < < < < < < <
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 6 22 28 72 7 7 13 87 < < < <
Students without Disabilities 6 57 63 37 6 41 47 53 2 59 61 39
Economically Disadvantaged 1 51 53 47 5 33 39 61 2 53 54 46
Not Economically Disadvantaged < < < < 10 50 60 40 - 73 73 27
English Learners 3 50 53 47 1 31 32 68 2 54 56 44
Homeless < < < < < < < <
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 13 44 57 43 20 54 73 27 20 46 66 34
Female 9 44 53 47 18 56 74 26 14 45 60 40
Male 15 44 60 40 21 52 73 27 26 47 72 28
Asian < < < < < < < < 75 17 92 8
Black < < 100 0 < < < < < < < <
Hispanic 10 44 54 46 17 57 74 26 9 52 61 39
White < < < < < < < < < < < <
Students with Disabilities 7 40 47 53 14 32 45 55 5 16 21 79
Students without Disabilities 14 45 59 41 22 62 83 17 24 55 79 21
Economically Disadvantaged 12 45 56 44 18 53 70 30 13 54 67 33
Not Economically Disadvantaged < < < < < < 100 0 44 17 61 39
English Learners 13 42 54 46 14 50 64 36 8 45 53 47
Homeless < < < < < < < < < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 54 70 30 17 49 66 34 14 62 76 24
Female 19 42 61 39 17 52 69 31 13 66 78 22
Male 13 62 76 24 17 47 64 36 14 60 74 26
American Indian < < 100 0 < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 15 52 66 34 12 51 63 37 10 63 73 27
White < < 100 0 < < < < < < 100 0
Students with Disabilities 11 47 58 42 20 27 47 53 - 37 37 63
Students without Disabilities 18 56 74 26 16 54 70 30 18 71 89 11
Economically Disadvantaged 16 50 66 34 10 51 61 39 11 63 74 26
Not Economically Disadvantaged < < 100 0 < < 100 0 25 58 83 17
English Learners 17 51 69 31 - 45 45 55 - 54 54 46
Homeless < < 100 0 < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 61 68 32 4 62 66 34 4 72 77 23
Female 4 68 71 29 5 55 59 41 - 83 83 17
Male 10 55 66 34 4 68 71 29 7 66 72 28
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 4 63 67 33 4 60 64 36 2 74 76 24
White < < < < < < 100 0 < < 100 0
Students with Disabilities - 29 29 71 6 50 56 44 8 67 75 25
Students without Disabilities 9 72 81 19 3 68 71 29 3 74 77 23
Economically Disadvantaged 6 65 71 29 4 60 64 36 5 70 75 25
Not Economically Disadvantaged < < < < < < 100 0 < < < <
English Learners 6 62 67 33 - 48 48 52 3 65 68 32
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 4 96 100 0 15 85 100 0
Female < < 100 0 - 100 100 0 < < 100 0
Male 7 93 100 0 17 83 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic - 100 100 0 8 92 100 0
White < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities < < 100 0 5 95 100 0 11 89 100 0
Economically Disadvantaged 5 95 100 0 17 83 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
English Learners < < 100 0 < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 59 68 32 12 53 64 36 16 54 70 30
Female 10 55 65 35 7 62 69 31 9 59 69 31
Male 9 61 70 30 15 47 62 38 21 50 71 29
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 8 54 62 38 8 51 58 42 13 56 68 32
White < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 5 42 47 53 7 33 40 60 5 32 37 63
Students without Disabilities 11 64 75 25 13 57 70 30 20 62 82 18
Economically Disadvantaged 9 57 66 34 10 49 60 40 13 55 68 32
Not Economically Disadvantaged < < < < < < 100 0 33 50 83 17
English Learners 10 57 67 33 3 35 38 63 - 43 43 57
Homeless < < 100 0 < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 59 68 32 12 53 64 36 16 54 70 30
Female 10 55 65 35 7 62 69 31 9 59 69 31
Male 9 61 70 30 15 47 62 38 21 50 71 29
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 8 54 62 38 8 51 58 42 13 56 68 32
White < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 5 42 47 53 7 33 40 60 5 32 37 63
Students without Disabilities 11 64 75 25 13 57 70 30 20 62 82 18
Economically Disadvantaged 9 57 66 34 10 49 60 40 13 55 68 32
Not Economically Disadvantaged < < < < < < 100 0 33 50 83 17
English Learners 10 57 67 33 3 35 38 63 - 43 43 57
Homeless < < 100 0 < < < < < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 38 62 38 8 56 64 36 11 49 60 40
Female 23 40 63 37 6 52 58 42 12 44 56 44
Male 26 36 62 38 10 59 68 32 11 53 64 36
Asian < < < < < < < < 50 42 92 8
Black < < < < < < < < < < < <
Hispanic 25 36 61 39 5 59 64 36 4 47 51 49
White < < < < < < 100 0 < < < <
Students with Disabilities 20 20 40 60 7 43 50 50 - 20 20 80
Students without Disabilities 25 40 66 34 9 59 67 33 13 53 67 33
Economically Disadvantaged 25 38 63 37 5 56 61 39 7 48 55 45
Not Economically Disadvantaged < < < < < < < < 29 50 79 21
English Learners 24 36 61 39 2 46 48 52 2 38 40 60
Homeless < < < < < < 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 25 38 62 38 8 55 63 37 12 48 59 41
Female 23 40 63 37 7 50 57 43 12 44 56 44
Male 26 36 62 38 10 59 68 32 11 51 63 37
Asian < < < < < < < < 50 42 92 8
Black < < < < < < < < < < < <
Hispanic 25 36 61 39 5 58 63 37 4 46 50 50
White < < < < < < 100 0 < < < <
Students with Disabilities 20 20 40 60 8 38 46 54 < < < <
Students without Disabilities 25 40 66 34 9 59 67 33 13 53 67 33
Economically Disadvantaged 25 38 63 37 5 56 61 39 7 47 55 45
Not Economically Disadvantaged < < < < < < < < 29 50 79 21
English Learners 24 36 61 39 2 46 48 52 2 36 39 61
Homeless < < < < < < 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
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School21514
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten515356
Kindergarten848472
Grade 1776894
Grade 2837675
Grade 3937082
Grade 4838171
Grade 5837588
Grade 6767272
Total Students630579610

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students630579610
Female301276288
Male329303322
American Indian321
Asian656265
Black181712
Hispanic518470503
Native Hawaiian11-
White222525
Multiple Races324
Students with Disabilities9797101
Students without Disabilities533482509
Economically Disadvantaged537461442
Not Economically Disadvantaged93118168
English Learners516479508
Not English Learners114100102
Homeless968
< = 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 Students543775293648944
Female257372382122924
Male286402911526020
American Indian<<<<<<
Asian5410508605
Black182160150
Hispanic448644372539136
Native Hawaiian<<<<<<
White141202183
Multiple Races<<<<<<
Students with Disabilities9019105109315
Economically Disadvantaged475744753239538
English Learners490724743444241
Homeless136272248
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

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

< = 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 Indian0.70.50.3
Asian10.110.310.7
Black3.35.32.92.9
Hispanic82.394.782.255.681.2100
Native Hawaiian0.10.20.2
White33.544.44.3
Multiple Races0.40.50.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.70.50.3
Asian10.110.310.7
Black3.32.92.9
Hispanic82.382.281.2
Native Hawaiian0.10.20.2
White33.54.3
Multiple Races0.40.50.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.70.50.3
Asian10.110.310.7
Black3.32.92.9
Hispanic82.382.281.2
Native Hawaiian0.10.20.2
White33.54.3
Multiple Races0.40.50.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 85.381.682.6
< = 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 64.665.655.9
< = 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 89.277.381.3
< = 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
2017-201819%78%0%3%
2018-201918%82%0%0%
2019-202022%78%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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