Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Mary Williams Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-445-8376
Address: 3100 Panther Pride Drive Dumfries, VA 22026
Principal: Ms. Danna Johnson
Superintendent: Dr. Steven L. Walts
School Number: 240
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

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 58 77 23 21 56 77 23 17 57 74 26
Female 21 58 79 21 24 53 78 22 19 59 78 22
Male 17 58 75 25 18 57 75 25 15 56 70 30
Asian 20 69 89 11 24 72 96 4 13 74 87 13
Black 15 58 73 27 21 55 76 24 20 54 74 26
Hispanic 18 56 74 26 14 49 63 37 12 56 68 32
Native Hawaiian < < 100 0 < < 100 0
White 27 52 79 21 36 46 82 18 24 44 69 31
Multiple Races 22 65 86 14 14 68 82 18 13 67 79 21
Students with Disabilities 10 49 59 41 5 47 53 47 9 31 41 59
Students without Disabilities 20 59 80 20 24 57 81 19 18 61 79 21
Economically Disadvantaged 12 56 68 32 10 57 67 33 13 49 62 38
Not Economically Disadvantaged 23 59 83 17 28 55 83 17 19 62 82 18
English Learners 10 64 74 26 5 53 58 42 - 45 45 55
Homeless < < 100 0 < < < <
Military Connected 35 50 85 15 15 63 78 23
Foster Care < < 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 13 49 62 38 18 63 81 19 12 61 73 27
Female 17 46 63 37 22 60 83 17 13 68 82 18
Male 9 52 62 38 14 65 79 21 11 56 67 33
Asian 8 77 85 15 25 65 90 10 14 67 81 19
Black 6 40 46 54 20 61 81 19 17 58 75 25
Hispanic 16 53 70 30 8 58 66 34 11 60 71 29
White 23 54 77 23 < < 100 0 5 57 62 38
Multiple Races 17 50 67 33 < < 100 0 - 80 80 20
Students with Disabilities 8 46 54 46 5 70 75 25 6 29 35 65
Students without Disabilities 13 50 63 37 20 62 82 18 13 66 79 21
Economically Disadvantaged 4 44 49 51 10 64 74 26 11 55 66 34
Not Economically Disadvantaged 16 51 68 32 24 62 86 14 12 66 78 22
English Learners 5 65 70 30 6 56 61 39 - 49 49 51
Homeless < < 100 0 < < < <
Military Connected 41 47 88 12 - 77 77 23
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 21 62 83 17 15 55 70 30 19 55 73 27
Female 24 58 83 17 18 60 78 22 22 52 75 25
Male 17 66 83 17 13 51 63 37 15 57 72 28
Asian 28 67 94 6 < < 100 0 14 71 86 14
Black 17 68 85 15 11 58 70 30 23 51 74 26
Hispanic 21 55 76 24 8 46 54 46 9 54 63 37
Native Hawaiian < < 100 0
White 26 42 68 32 41 35 76 24 33 40 73 27
Multiple Races 20 73 93 7 < < < < < < < <
Students with Disabilities 11 54 64 36 7 53 60 40 11 26 37 63
Students without Disabilities 22 64 86 14 16 55 71 29 20 59 79 21
Economically Disadvantaged 13 59 72 28 10 46 56 44 14 46 61 39
Not Economically Disadvantaged 26 65 91 9 18 60 78 22 22 61 82 18
English Learners 8 69 76 24 6 63 69 31 - 43 43 57
Military Connected < < < < 29 53 82 18
Foster Care < < 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 23 62 85 15 29 48 78 22 21 54 75 25
Female 20 69 89 11 32 41 73 27 23 56 79 21
Male 25 56 81 19 27 55 82 18 19 53 73 27
Asian 21 67 88 13 29 71 100 0 9 91 100 0
Black 23 64 87 13 30 46 75 25 19 55 74 26
Hispanic 18 59 76 24 29 39 68 32 17 54 71 29
White 31 58 88 12 31 46 77 23 39 33 72 28
Multiple Races 30 70 100 0 27 55 82 18 < < < <
Students with Disabilities 9 45 55 45 4 25 29 71 11 39 50 50
Students without Disabilities 25 65 89 11 35 54 89 11 23 57 80 20
Economically Disadvantaged 15 60 75 25 11 57 69 31 14 45 60 40
Not Economically Disadvantaged 29 64 93 7 43 42 85 15 25 60 85 15
English Learners 16 59 75 25 - 33 33 67 < < < <
Military Connected 29 57 86 14 10 60 70 30
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 26 54 81 19 27 49 77 23 20 59 78 22
Female 24 55 78 22 28 48 76 24 18 58 76 24
Male 29 54 83 17 26 50 77 23 21 59 80 20
Asian 40 51 91 9 54 37 91 9 41 56 96 4
Black 21 53 75 25 22 49 72 28 18 52 70 30
Hispanic 23 59 82 18 19 52 70 30 11 67 78 22
Native Hawaiian < < 100 0 < < 100 0
White 30 55 85 15 33 54 87 13 20 67 87 13
Multiple Races 39 47 86 14 29 57 86 14 21 54 75 25
Students with Disabilities 19 30 49 51 17 27 44 56 11 27 38 62
Students without Disabilities 27 58 85 15 29 54 83 17 21 64 85 15
Economically Disadvantaged 15 54 68 32 17 45 62 38 13 59 71 29
Not Economically Disadvantaged 33 55 88 12 34 52 87 13 24 59 83 17
English Learners 19 59 78 22 2 58 60 40 11 62 72 28
Homeless < < < < < < < <
Military Connected 35 48 83 18 23 55 78 23
Foster Care < < < <
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 18 58 76 24 21 56 77 23 18 66 85 15
Female 23 49 72 28 19 59 78 22 18 67 85 15
Male 13 66 79 21 23 53 77 23 18 66 84 16
Asian 46 54 100 0 50 35 85 15 48 52 100 0
Black 10 51 61 39 19 55 73 27 12 63 76 24
Hispanic 13 70 83 17 13 58 71 29 17 71 89 11
White 27 62 88 12 < < 100 0 10 81 90 10
Multiple Races 17 58 75 25 < < < < 10 60 70 30
Students with Disabilities 8 23 31 69 5 45 50 50 11 33 44 56
Students without Disabilities 18 61 80 20 24 58 82 18 19 71 91 9
Economically Disadvantaged 9 57 65 35 11 52 64 36 17 63 80 20
Not Economically Disadvantaged 21 59 80 20 29 58 87 13 20 68 88 12
English Learners 17 69 86 14 3 58 61 39 17 63 80 20
Homeless < < < < < < < <
Military Connected 41 53 94 6 23 62 85 15
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 37 46 83 17 22 57 79 21 17 63 80 20
Female 31 51 81 19 31 47 78 22 13 60 73 27
Male 43 42 84 16 14 65 79 21 21 65 86 14
Asian 61 33 94 6 30 70 100 0 38 52 90 10
Black 30 49 79 21 19 55 74 26 18 60 77 23
Hispanic 36 50 86 14 4 71 75 25 3 69 71 29
Native Hawaiian < < 100 0
White 32 42 74 26 41 47 88 12 13 80 93 7
Multiple Races 57 36 93 7 < < < < < < < <
Students with Disabilities 29 29 57 43 40 33 73 27 11 37 47 53
Students without Disabilities 38 49 88 12 19 61 80 20 18 67 85 15
Economically Disadvantaged 24 46 70 30 10 52 62 38 13 61 73 27
Not Economically Disadvantaged 47 46 93 7 29 60 89 11 20 65 85 15
English Learners 31 51 82 18 - 82 82 18 5 62 68 32
Military Connected < < < < 18 71 88 12
Foster Care < < < <
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 24 59 83 17 38 36 74 26 24 44 69 31
Female 17 65 82 18 34 38 72 28 23 45 68 32
Male 30 54 84 16 41 34 75 25 26 44 69 31
Asian 21 63 83 17 75 19 94 6 33 67 100 0
Black 22 62 83 17 30 39 68 32 23 34 57 43
Hispanic 22 57 78 22 38 28 66 34 13 58 71 29
White 31 58 88 12 31 46 77 23 39 39 78 22
Multiple Races 40 50 90 10 36 55 91 9 < < < <
Students with Disabilities 14 36 50 50 13 8 21 79 11 11 22 78
Students without Disabilities 26 62 88 12 44 42 86 14 27 51 77 23
Economically Disadvantaged 9 59 69 31 30 31 61 39 7 50 57 43
Not Economically Disadvantaged 35 59 94 6 44 39 83 17 34 41 75 25
English Learners 11 59 70 30 - 25 25 75 < < < <
Military Connected 29 50 79 21 30 20 50 50
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 50 69 31 24 50 75 25 11 61 71 29
Female 16 56 72 28 22 53 76 24 10 62 71 29
Male 22 45 67 33 26 48 74 26 11 60 71 29
Asian 17 58 75 25 35 53 88 12 9 82 91 9
Black 19 51 69 31 18 54 72 28 4 64 68 32
Hispanic 14 49 63 37 31 41 72 28 13 58 71 29
White 31 46 77 23 23 38 62 38 28 44 72 28
Multiple Races 30 40 70 30 27 64 91 9 < < < <
Students with Disabilities 14 18 32 68 - 25 25 75 - 39 39 61
Students without Disabilities 20 55 75 25 30 56 86 14 13 65 77 23
Economically Disadvantaged 8 44 52 48 15 49 64 36 2 55 57 43
Not Economically Disadvantaged 28 55 82 18 32 51 83 17 15 64 79 21
English Learners 9 47 56 44 8 31 38 62 < < < <
Military Connected 21 57 79 21 20 40 60 40
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 19 50 69 31 24 50 75 25 11 61 71 29
Female 16 56 72 28 22 53 76 24 10 62 71 29
Male 22 45 67 33 26 48 74 26 11 60 71 29
Asian 17 58 75 25 35 53 88 12 9 82 91 9
Black 19 51 69 31 18 54 72 28 4 64 68 32
Hispanic 14 49 63 37 31 41 72 28 13 58 71 29
White 31 46 77 23 23 38 62 38 28 44 72 28
Multiple Races 30 40 70 30 27 64 91 9 < < < <
Students with Disabilities 14 18 32 68 - 25 25 75 - 39 39 61
Students without Disabilities 20 55 75 25 30 56 86 14 13 65 77 23
Economically Disadvantaged 8 44 52 48 15 49 64 36 2 55 57 43
Not Economically Disadvantaged 28 55 82 18 32 51 83 17 15 64 79 21
English Learners 9 47 56 44 8 31 38 62 < < < <
Military Connected 21 57 79 21 20 40 60 40
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 38 46 84 16 38 49 87 13 47 38 85 15
Female 33 54 87 13 40 49 89 11 53 29 82 18
Male 43 39 82 18 37 49 86 14 42 46 88 12
Asian 71 24 94 6 < < 100 0 75 25 100 0
Black 28 52 80 20 23 62 85 15 41 39 80 20
Hispanic 46 46 93 7 36 55 91 9 29 52 81 19
Native Hawaiian < < 100 0
White 32 42 74 26 59 29 88 12 64 29 93 7
Multiple Races 47 47 93 7 < < < < < < < <
Students with Disabilities 4 43 48 52 - 53 53 47 30 40 70 30
Students without Disabilities 44 47 90 10 44 48 93 7 49 38 87 13
Economically Disadvantaged 38 36 74 26 18 58 75 25 35 43 78 22
Not Economically Disadvantaged 38 52 90 10 50 44 94 6 54 35 89 11
English Learners 52 36 88 12 15 77 92 8 18 82 100 0
Military Connected < < < < 47 47 94 6
Foster Care < < 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 38 46 85 15 39 49 88 12 46 39 85 15
Female 33 55 88 12 40 49 89 11 53 29 82 18
Male 43 39 82 18 38 49 87 13 40 47 88 12
Asian 71 24 94 6 < < 100 0 75 25 100 0
Black 28 53 81 19 24 62 86 14 39 41 80 20
Hispanic 46 46 93 7 36 55 91 9 29 52 81 19
Native Hawaiian < < 100 0
White 32 42 74 26 59 29 88 12 64 29 93 7
Multiple Races 47 47 93 7 < < < < < < < <
Students with Disabilities 5 45 50 50 - 54 54 46 < < < <
Students without Disabilities 44 47 90 10 44 48 93 7 49 38 87 13
Economically Disadvantaged 38 36 74 26 18 58 75 25 35 43 78 22
Not Economically Disadvantaged 38 53 91 9 51 44 96 4 52 36 88 12
English Learners 52 36 88 12 15 77 92 8 18 82 100 0
Military Connected < < < < 44 50 94 6
Foster Care < < 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
School468
Division544285416
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten71410
Kindergarten9210098
Grade 112197110
Grade 212712087
Grade 3134126119
Grade 4139137128
Grade 5115148128
Total Students735742680

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students735742680
Female348352319
Male387390361
Asian10010898
Black292300266
Hispanic192195185
Native Hawaiian222
White1049076
Multiple Races454552
Students with Disabilities979688
Students without Disabilities638646592
Economically Disadvantaged266310273
Not Economically Disadvantaged469432407
English Learners211229198
Not English Learners524513482
Military Connected807662
< = 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 Students9491057035968348
Female454513332932126
Male495543703036222
American Indian<<<<--
Asian10999910997
Black392352842026915
Hispanic265351712017415
Native Hawaiian<<<<<<
White12320955938
Multiple Races576514463
Students with Disabilities86198287910
Economically Disadvantaged380662764326932
English Learners284321991620417
Homeless<<<<<<
< = 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 11
Other Offenses Against Persons <
All Other Offenses <
Weapons Offenses <
Offenses Against Student 15

< = 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 Indian0.10.1--
Asian10.814.213.6
Black40.862.539.886.739.793.3
Hispanic28.215.625.313.326.16.7
Native Hawaiian0.10.30.3
White14.312.51314.2
Multiple Races5.89.47.26.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian10.814.213.6
Black40.839.839.7
Hispanic28.225.326.1
Native Hawaiian0.10.30.3
White14.31314.2
Multiple Races5.87.26.1
< = 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 Indian0.10.1--
Asian10.814.213.6
Black40.839.839.7
Hispanic28.225.326.1
Native Hawaiian0.10.30.3
White14.31314.2
Multiple Races5.87.26.1
< = 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 37.137.742.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 45.34548.7
< = 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 83.480.480.6
< = 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)
Code Book
User Guide
Usage Agreement

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
2017-201830%63%2%5%
2018-201933%59%2%6%
2019-202033%64%2%1%
< = 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​​​
Mary Williams Elementary to top