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Martin Luther King Jr. Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-590-1616
Address: 1800 Horner Rd. Woodbridge, VA 22191
Principal: Kathleen Poe
Superintendent: LaTanya D. McDade, Ed.D.
School Number: 160
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

Early Learning

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 55 75 25 17 61 78 22 10 64 74 26
Female 24 51 75 25 19 62 82 18 13 71 85 15
Male 14 61 74 26 15 59 74 26 7 57 63 37
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 23 57 81 19 15 67 81 19 9 66 75 25
Black 16 46 62 38 21 52 73 27 11 72 83 17
Hispanic 12 58 70 30 10 57 67 33 8 52 60 40
White 27 48 75 25 31 63 94 6 9 76 85 15
Multiple Races 15 85 100 0 15 77 92 8 17 75 92 8
Students with Disabilities 17 39 57 43 17 48 65 35 16 36 52 48
Students without Disabilities 19 57 77 23 17 63 80 20 9 68 77 23
Economically Disadvantaged 11 59 70 30 9 64 73 27 11 49 60 40
Not Economically Disadvantaged 26 53 79 21 26 58 84 16 8 79 88 12
English Learners 6 48 55 45 2 52 53 47 3 45 47 53
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 68 32 15 63 78 22 8 61 68 32
Female 18 46 64 36 19 70 89 11 15 71 85 15
Male 3 70 73 27 13 58 71 29 2 52 55 45
Asian 17 58 75 25 21 63 84 16 5 77 82 18
Black 21 21 43 57 9 64 73 27 17 58 75 25
Hispanic - 67 67 33 9 61 70 30 12 40 52 48
White 25 50 75 25 < < 100 0 - 67 67 33
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < 15 38 54 46
Students without Disabilities 11 60 71 29 15 64 79 21 6 65 71 29
Economically Disadvantaged 3 62 66 34 3 67 69 31 10 45 55 45
Not Economically Disadvantaged 18 53 70 30 31 59 90 10 6 79 85 15
English Learners 4 54 58 42 - 67 67 33 3 43 47 53
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 47 77 23 18 62 80 20 13 61 74 26
Female 29 46 74 26 21 59 79 21 19 63 81 19
Male 31 48 79 21 15 65 81 19 8 60 68 33
Asian 29 50 79 21 15 62 77 23 14 55 68 32
Black 17 67 83 17 36 36 73 27 7 71 79 21
Hispanic 28 39 67 33 8 67 75 25 5 59 64 36
White 40 33 73 27 40 50 90 10 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 33 47 80 20 17 66 83 17 12 64 76 24
Economically Disadvantaged 17 48 66 34 9 64 73 27 12 48 61 39
Not Economically Disadvantaged 40 46 86 14 28 59 88 13 13 72 85 15
English Learners 17 39 56 44 - 57 57 43 3 52 55 45
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 17 58 75 25 10 71 81 19
Female 25 61 86 14 19 59 78 22 8 79 87 13
Male 9 63 71 29 16 57 73 27 13 58 71 29
American Indian < < 100 0 < < 100 0
Asian 24 62 86 14 6 75 81 19 8 67 75 25
Black 9 55 64 36 18 55 73 27 10 90 100 0
Hispanic 11 67 78 22 13 43 57 43 8 58 65 35
White 18 59 76 24 29 64 93 7 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 20 50 70 30 8 58 67 33 < < < <
Students without Disabilities 16 64 80 20 19 58 77 23 9 75 84 16
Economically Disadvantaged 12 65 76 24 15 61 76 24 13 53 67 33
Not Economically Disadvantaged 22 59 81 19 19 56 75 25 6 88 94 6
English Learners - 50 50 50 6 19 25 75 - 33 33 67
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 59 72 28 18 56 75 25 14 66 80 20
Female 14 61 76 24 16 56 72 28 18 72 90 10
Male 11 56 67 33 21 56 77 23 10 60 70 30
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 18 61 80 20 19 58 77 23 13 70 83 17
Black 8 58 66 34 6 76 82 18 11 69 80 20
Hispanic 6 52 59 41 15 51 67 33 12 62 73 27
White 16 65 81 19 31 50 81 19 21 68 88 12
Multiple Races 23 62 85 15 31 38 69 31 25 58 83 17
Students with Disabilities 4 43 48 52 9 52 61 39 - 52 52 48
Students without Disabilities 14 61 75 25 20 57 77 23 16 68 84 16
Economically Disadvantaged 13 50 63 37 13 58 71 29 7 70 76 24
Not Economically Disadvantaged 13 66 79 21 24 54 79 21 21 62 83 17
English Learners 1 58 59 41 1 57 58 42 1 64 65 35
Military Connected < < 100 0 < < < < < < < <
Foster Care < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 61 73 27 14 55 70 30 5 74 79 21
Female 10 62 72 28 18 54 71 29 5 81 86 14
Male 13 61 74 26 12 56 68 32 5 67 72 28
Asian 15 62 77 23 13 57 70 30 5 77 82 18
Black 7 57 64 36 9 55 64 36 8 83 92 8
Hispanic 4 54 58 42 9 61 70 30 4 64 68 32
White 17 75 92 8 < < < < 6 75 81 19
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < - 46 46 54
Students without Disabilities 12 62 74 26 14 57 71 29 6 79 85 15
Economically Disadvantaged 10 53 63 37 3 59 62 38 5 73 77 23
Not Economically Disadvantaged 13 68 80 20 30 50 80 20 6 75 81 19
English Learners 4 56 59 41 - 61 61 39 - 65 65 35
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 62 73 27 15 67 82 18 10 63 73 27
Female 12 68 79 21 8 70 78 23 13 77 90 10
Male 9 56 66 34 26 63 89 11 7 54 61 39
Asian - 100 100 0 15 69 85 15 10 71 81 19
Black 8 58 67 33 9 82 91 9 8 46 54 46
Hispanic 5 48 52 48 12 58 69 31 9 65 74 26
White 21 57 79 21 20 70 90 10 < < < <
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 12 65 77 23 15 68 83 17 11 65 75 25
Economically Disadvantaged 14 52 66 34 9 66 74 26 - 72 72 28
Not Economically Disadvantaged 8 70 78 22 22 69 91 9 18 56 74 26
English Learners - 65 65 35 - 63 63 38 - 69 69 31
Military Connected < < 100 0 < < 100 0 < < < <
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 53 70 30 26 47 73 27 30 59 89 11
Female 21 55 76 24 24 42 67 33 34 61 95 5
Male 11 51 63 37 27 51 78 22 24 56 80 20
American Indian < < 100 0 < < 100 0
Asian 32 36 68 32 29 53 82 18 36 55 91 9
Black 8 58 67 33 - 91 91 9 20 80 100 0
Hispanic 11 56 67 33 26 35 61 39 22 56 78 22
White 12 65 76 24 36 36 71 29 < < 100 0
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 10 40 50 50 - 58 58 42 < < < <
Students without Disabilities 17 56 73 27 31 45 76 24 33 58 91 9
Economically Disadvantaged 14 46 60 40 29 50 79 21 17 63 80 20
Not Economically Disadvantaged 18 61 79 21 22 44 67 33 42 55 97 3
English Learners - 55 55 45 6 41 47 53 7 53 60 40
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 51 71 29 24 50 74 26 17 58 75 25
Female 26 53 79 21 24 48 73 27 13 64 77 23
Male 14 49 63 37 24 51 76 24 24 48 72 28
American Indian < < 100 0 < < 100 0
Asian 23 45 68 32 24 41 65 35 17 67 83 17
Black 8 58 67 33 18 64 82 18 40 50 90 10
Hispanic 17 56 72 28 22 43 65 35 11 44 56 44
White 24 53 76 24 36 50 86 14 < < 100 0
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 40 10 50 50 - 67 67 33 < < < <
Students without Disabilities 17 57 75 25 29 47 76 24 17 59 76 24
Economically Disadvantaged 11 51 63 37 29 44 74 26 10 52 61 39
Not Economically Disadvantaged 29 50 79 21 19 56 75 25 24 64 88 12
English Learners 5 41 45 55 - 35 35 65 6 31 38 63
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 51 71 29 24 50 74 26 17 58 75 25
Female 26 53 79 21 24 48 73 27 13 64 77 23
Male 14 49 63 37 24 51 76 24 24 48 72 28
American Indian < < 100 0 < < 100 0
Asian 23 45 68 32 24 41 65 35 17 67 83 17
Black 8 58 67 33 18 64 82 18 40 50 90 10
Hispanic 17 56 72 28 22 43 65 35 11 44 56 44
White 24 53 76 24 36 50 86 14 < < 100 0
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 40 10 50 50 - 67 67 33 < < < <
Students without Disabilities 17 57 75 25 29 47 76 24 17 59 76 24
Economically Disadvantaged 11 51 63 37 29 44 74 26 10 52 61 39
Not Economically Disadvantaged 29 50 79 21 19 56 75 25 24 64 88 12
English Learners 5 41 45 55 - 35 35 65 6 31 38 63
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 45 80 20 31 53 84 16 22 58 80 20
Female 33 43 77 23 26 51 77 23 20 76 96 4
Male 36 48 84 16 40 55 95 5 24 40 64 36
Asian 36 64 100 0 36 55 91 9 27 67 93 7
Black 18 45 64 36 < < < < 8 46 54 46
Hispanic 29 57 86 14 21 47 68 32 < < < <
White 50 29 79 21 < < 100 0 < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 39 45 84 16 31 54 85 15 23 60 83 17
Economically Disadvantaged 36 32 68 32 19 52 70 30 17 61 78 22
Not Economically Disadvantaged 33 55 88 12 43 54 96 4 25 56 81 19
English Learners < < 100 0 - 71 71 29 < < 100 0
Military Connected < < 100 0 < < 100 0 < < < <
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 45 80 20 31 53 84 16 22 58 80 20
Female 33 43 77 23 26 51 77 23 20 76 96 4
Male 36 48 84 16 40 55 95 5 24 40 64 36
Asian 36 64 100 0 36 55 91 9 27 67 93 7
Black 18 45 64 36 < < < < 8 46 54 46
Hispanic 29 57 86 14 21 47 68 32 < < < <
White 50 29 79 21 < < 100 0 < < < <
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 39 45 84 16 31 54 85 15 23 60 83 17
Economically Disadvantaged 36 32 68 32 19 52 70 30 17 61 78 22
Not Economically Disadvantaged 33 55 88 12 43 54 96 4 25 56 81 19
English Learners < < 100 0 - 71 71 29 < < 100 0
Military Connected < < 100 0 < < 100 0 < < < <
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
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

2022-20232023-20242024-2025
School565
Division542701598
State4,4606,3614,559
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
2022-20232023-20242024-2025
Pre-kindergarten212836
Kindergarten466264
Grade 1715762
Grade 2707671
Grade 3656479
Grade 4636773
Grade 5717070
Total Enrollment407424455

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

Fall Membership by Student Group

Fall Membership By Student Group:

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 2022-20232023-20242024-2025
All Students407424455
Female205208217
Male202216238
American Indian342
Asian99110126
Black717281
Hispanic132144152
White776562
Multiple Races252932
Students with Disabilities405458
Students without Disabilities367370397
Economically Disadvantaged189217211
Not Economically Disadvantaged218207244
English Learners172178178
Not English Learners235246277
Homeless269
Military Connected171514
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students367263692737635
Female188101851118615
Male179161841519020
American Indian<<<<<<
Asian895961210212
Black653617657
Hispanic1169129612513
White728580542
Multiple Races230231291
Students with Disabilities352395453
Economically Disadvantaged166181981918722
English Learners160141751016116
Homeless<<<<91
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors related to School Operations1
Relationship Behaviors without Physical Harm5
Behaviors of a Safety Concern6
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others5

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-20242024-2025
In-School Suspension 4 6 21
Out-of-School Suspension 0 2 13
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 0 0 0
Bus Suspension 0 0 2

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 67.471.469.3
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 4746.851.9
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 81.479.281
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

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

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

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

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202330%70%0%0%
2023-202433%64%3%0%
2024-202543%50%0%7%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressFederal Graduation Indicator
All StudentsNoYes--
AsianNoNo--
BlackYes - CPYes--
HispanicNoYes--
WhiteNoYes--
Multiple RacesYesYes--
Economically DisadvantagedNoYes--
English LearnersNoYesYes-
Students with DisabilitiesTSTS--

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students74%81%88%
Asian75%91%88%
Black83%73%88%
Hispanic61%73%88%
White85%86%88%
Multiple Races92%84%88%
Economically Disadvantaged60%73%88%
English Learners61%67%88%
Students with Disabilities52%64%88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students81%76%85%
Asian83%90%85%
Black80%67%85%
Hispanic75%68%85%
White88%82%85%
Multiple Races83%79%85%
Economically Disadvantaged76%67%85%
English Learners75%64%85%
Students with Disabilities52%61%85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students76%
Asian83%
Black90%
Hispanic58%
White<
Multiple Races<
Economically Disadvantaged61%
English Learners67%
Students with Disabilities<

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress56%56%58%
English Learner Proficiency14%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress6211056%
English Learner Proficiency2115114%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99.1%-99.5%-100%-
Asian100%-100%-100%-
Black97.3%-97.2%-100%-
Hispanic100%-100%-100%-
White96.9%-100%-<-
Multiple Races100%-100%-<-
Economically Disadvantaged98.2%-99.1%-100%-
Not Economically Disadvantaged100%-100%-100%-
English Learners99%-100%-100%-
Students with Disabilities96.3%-96.3%-<-
Students without Disabilities99.5%-100%-100%-
Female99.1%-100%-100%-
Male99.1%-99.1%-100%-

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Early Learning

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
Martin Luther King Jr. Elementary to top