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Marguerite F. Christian Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-530-5733
Address: 14801 Woods Edge Rd. Colonial Heights, VA 23834-6031
Principal: Rovez Ingram
Superintendent: Dr. Mervin B Daugherty
School Number: 780
Region: 1
Division: Chesterfield County Public Schools
Division Number: 21
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 28 47 75 25 24 47 71 29 21 50 71 29
Female 29 48 76 24 25 47 72 28 18 51 69 31
Male 28 46 74 26 24 47 70 30 23 49 73 27
American Indian < < 100 0 < < 100 0
Asian 63 31 94 6 < < 100 0 < < 100 0
Black 10 56 66 34 12 50 63 37 10 52 62 38
Hispanic 13 25 38 63 4 52 57 43 9 54 63 38
White 45 43 88 12 40 41 82 18 35 47 82 18
Multiple Races 60 30 90 10 29 43 71 29 36 43 79 21
Students with Disabilities 17 23 40 60 20 18 39 61 25 19 44 56
Students without Disabilities 30 51 81 19 25 52 77 23 20 56 75 25
Economically Disadvantaged 10 50 60 40 10 47 56 44 11 48 58 42
Not Economically Disadvantaged 41 44 86 14 42 47 88 12 36 54 90 10
English Learners < < < < < < < < - 33 33 67
Military Connected < < 100 0 < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 43 68 32 18 49 67 33 21 50 71 29
Female 35 30 65 35 12 58 69 31 14 54 68 32
Male 17 55 71 29 23 42 65 35 29 46 75 25
Black 12 55 67 33 7 48 56 44 7 54 61 39
Hispanic < < < < < < < < 6 63 69 31
White 36 39 75 25 28 50 78 22 40 48 88 13
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 20 20 40 60 22 17 39 61 39 22 61 39
Students without Disabilities 26 46 72 28 16 57 74 26 18 56 73 27
Economically Disadvantaged 7 45 52 48 10 47 57 43 12 48 60 40
Not Economically Disadvantaged 36 42 78 22 30 52 82 18 42 58 100 0
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 44 72 28 29 39 68 32 18 53 71 29
Female 29 47 76 24 37 31 67 33 16 57 73 27
Male 27 41 68 32 22 46 69 31 20 49 69 31
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 54 61 39 18 45 63 38 8 51 59 41
Hispanic < < < < < < < < 15 58 73 27
White 60 40 100 0 43 34 77 23 30 50 80 20
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 18 18 36 64 20 13 33 67 26 17 43 57
Students without Disabilities 29 48 77 23 31 43 74 26 17 58 75 25
Economically Disadvantaged 14 50 64 36 8 35 43 57 10 51 61 39
Not Economically Disadvantaged 43 38 81 19 48 43 91 9 32 54 86 14
English Learners < < < < < < < < < < < <
Military Connected < < 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 31 53 84 16 28 53 80 20 24 47 70 30
Female 23 65 88 13 27 52 80 20 24 41 65 35
Male 38 43 81 19 28 53 81 19 24 53 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black 13 59 72 28 13 58 71 29 17 52 69 31
Hispanic < < 100 0 < < < < - 36 36 64
White 42 52 94 6 58 38 96 4 35 43 78 22
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 14 29 43 57 18 27 45 55 11 17 28 72
Students without Disabilities 34 58 92 8 29 57 86 14 26 52 78 22
Economically Disadvantaged 6 56 63 38 11 59 70 30 10 42 52 48
Not Economically Disadvantaged 45 51 96 4 46 46 93 7 37 52 89 11
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 22 54 76 24 22 43 65 35 18 57 74 26
Female 18 55 74 26 21 39 60 40 13 53 65 35
Male 25 53 79 21 22 48 70 30 22 61 83 17
American Indian < < < < < < 100 0
Asian 59 35 94 6 < < 100 0 < < 100 0
Black 5 60 65 35 7 48 55 45 8 54 62 38
Hispanic 6 50 56 44 4 48 52 48 7 67 75 25
White 37 52 89 11 37 39 76 24 32 56 88 12
Multiple Races 40 50 90 10 21 50 71 29 29 43 71 29
Students with Disabilities 20 26 46 54 20 14 35 65 25 37 63 37
Students without Disabilities 22 59 81 19 22 49 71 29 16 60 76 24
Economically Disadvantaged 8 52 60 40 7 43 50 50 9 54 63 37
Not Economically Disadvantaged 32 56 88 12 39 44 83 17 32 60 92 8
English Learners < < < < < < 100 0 - 75 75 25
Military Connected < < 100 0 < < 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 16 48 65 35 15 40 55 45 18 54 72 28
Female 14 41 54 46 8 38 46 54 11 52 63 37
Male 19 55 74 26 21 42 63 37 27 56 83 17
Black 3 55 58 42 6 37 43 57 11 48 59 41
Hispanic < < < < < < < < 6 63 69 31
White 25 50 75 25 26 41 67 33 31 59 90 10
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 20 20 40 60 22 13 35 65 39 22 61 39
Students without Disabilities 16 52 68 32 13 47 60 40 15 59 74 26
Economically Disadvantaged 7 34 41 59 9 36 44 56 11 51 62 38
Not Economically Disadvantaged 22 56 78 22 25 48 73 27 36 61 97 3
English Learners < < < < < < 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 26 49 74 26 33 35 68 32 21 54 75 25
Female 22 53 76 24 39 27 65 35 13 51 64 36
Male 29 44 73 27 28 43 70 30 28 57 84 16
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 54 59 41 13 50 63 38 7 55 62 38
Hispanic < < < < < < < < 12 72 84 16
White 64 36 100 0 49 28 77 23 43 46 89 11
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 18 18 36 64 20 20 40 60 26 35 61 39
Students without Disabilities 27 53 80 20 35 38 73 27 21 57 78 22
Economically Disadvantaged 9 55 64 36 6 39 45 55 9 56 65 35
Not Economically Disadvantaged 43 43 86 14 57 31 89 11 42 51 93 7
English Learners < < < < < < 100 0 < < < <
Military Connected < < 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 10 71 81 19 4 52 56 44 3 56 59 41
Female 11 74 85 15 - 43 43 57 3 46 49 51
Male 8 68 76 24 7 59 67 33 3 67 69 31
Asian < < 100 0 < < 100 0
Black 9 69 77 23 3 47 50 50 3 53 56 44
Hispanic < < 100 0 < < < < - 58 58 42
White < < < < < < < < 5 57 62 38
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 21 36 57 43 18 9 27 73 12 53 65 35
Students without Disabilities 5 84 89 11 - 65 65 35 - 57 57 43
Economically Disadvantaged 7 63 70 30 5 55 61 39 4 52 56 44
Not Economically Disadvantaged 14 82 95 5 - 40 40 60 - 67 67 33
English Learners < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 43 57 100 0 33 64 97 3 25 73 98 2
Female 33 67 100 0 35 61 96 4 29 68 96 4
Male 48 52 100 0 31 69 100 0 22 78 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 7 87 93 7 14 79 93 7
Hispanic < < 100 0 < < 100 0 < < 100 0
White 36 64 100 0 44 56 100 0 30 70 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 43 57 100 0 33 64 97 3 26 72 98 2
Economically Disadvantaged < < 100 0 < < < < 10 80 90 10
Not Economically Disadvantaged 45 55 100 0 39 61 100 0 29 71 100 0
Military Connected < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 36 40 76 24 24 47 71 29 20 55 75 25
Female 32 47 79 21 23 41 64 36 24 43 67 33
Male 40 33 73 27 26 53 79 21 17 68 85 15
Asian 70 20 90 10 < < 100 0 < < 100 0
Black 11 41 51 49 4 58 62 38 6 58 65 35
Hispanic < < 100 0 < < < < 7 71 79 21
White 48 48 97 3 54 38 92 8 33 47 80 20
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 7 36 43 57 9 18 27 73 6 33 39 61
Students without Disabilities 42 40 82 18 26 51 78 22 23 59 82 18
Economically Disadvantaged 10 39 48 52 7 52 59 41 7 57 63 37
Not Economically Disadvantaged 51 40 91 9 44 41 85 15 34 53 87 13
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 40 76 24 24 47 71 29 20 55 75 25
Female 32 47 79 21 23 41 64 36 24 43 67 33
Male 40 33 73 27 26 53 79 21 17 68 85 15
Asian 70 20 90 10 < < 100 0 < < 100 0
Black 11 41 51 49 4 58 62 38 6 58 65 35
Hispanic < < 100 0 < < < < 7 71 79 21
White 48 48 97 3 54 38 92 8 33 47 80 20
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 7 36 43 57 9 18 27 73 6 33 39 61
Students without Disabilities 42 40 82 18 26 51 78 22 23 59 82 18
Economically Disadvantaged 10 39 48 52 7 52 59 41 7 57 63 37
Not Economically Disadvantaged 51 40 91 9 44 41 85 15 34 53 87 13
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 47 78 22 34 35 70 30 23 34 57 43
Female 31 48 79 21 40 25 65 35 17 33 50 50
Male 32 46 78 22 30 44 74 26 27 35 62 38
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 58 69 31 15 48 63 38 4 38 42 58
Hispanic < < < < < < < < 19 56 75 25
White 67 29 96 4 49 30 79 21 47 22 69 31
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 45 45 55 20 27 47 53 - 35 35 65
Students without Disabilities 36 47 83 17 37 37 74 26 27 34 61 39
Economically Disadvantaged 14 52 67 33 13 33 46 54 8 35 42 58
Not Economically Disadvantaged 49 41 90 10 54 37 91 9 47 33 81 19
Military Connected < < 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 32 46 78 22 32 36 69 31 24 32 56 44
Female 31 48 79 21 38 26 64 36 17 33 50 50
Male 33 44 77 23 27 46 73 27 29 32 61 39
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 57 68 32 11 50 61 39 4 36 41 59
Hispanic < < < < < < < < 20 53 73 27
White 70 26 96 4 48 30 78 22 49 21 70 30
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 33 33 67 - 18 18 82
Students without Disabilities 36 47 83 17 37 37 74 26 27 34 61 39
Economically Disadvantaged 15 50 65 35 9 35 43 57 8 32 40 60
Not Economically Disadvantaged 49 41 90 10 53 38 91 9 48 32 80 20
Military Connected < < 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
School11-
Division14779163
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-kindergarten212138
Kindergarten629197
Grade 18691102
Grade 28410596
Grade 3113118130
Grade 4102156143
Grade 592125168
Total Students560707774

< = 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 Students560707774
Female275344380
Male285363394
American Indian123
Asian9814
Black282321354
Hispanic5298116
Native Hawaiian32-
White189244247
Multiple Races243240
Students with Disabilities96103116
Students without Disabilities464604658
Economically Disadvantaged324408405
Not Economically Disadvantaged236299369
English Learners154648
Not English Learners545661726
Homeless141818
Military Connected7215
Foster Care121
< = 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 Students461534746160890
Female224242322629645
Male237292423531245
American Indian--<<<<
Asian180<<<<
Black240292412926449
Hispanic3844179212
Native Hawaiian<<<<<<
White144151612021822
Multiple Races205214254
Students with Disabilities791167198821
Economically Disadvantaged254472665138282
English Learners--141484
Homeless1010189910
< = 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 32
Property Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.3
Asian3.71.61.1
Black52.486.150.475.845.492.3
Hispanic8.49.313.9
Native Hawaiian0.20.50.3
White30.35.633.824.234.57.7
Multiple Races4.98.34.34.5
< = 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 Indian0.20.20.3
Asian3.71.61.1
Black52.450.445.4
Hispanic8.49.313.9
Native Hawaiian0.20.50.3
White30.333.834.5
Multiple Races4.94.34.5
< = 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 Indian0.20.20.3
Asian3.71.61.1
Black52.450.445.4
Hispanic8.49.313.9
Native Hawaiian0.20.50.3
White30.333.834.5
Multiple Races4.94.34.5
< = 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 46.345.960.2
< = 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 66.568.970.6
< = 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 74.576.380.5
< = 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
2017-201837%61%0%2%
2018-201942%56%0%2%
2019-202041%59%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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