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Matoaka Elementary

General school information

Category: Elementary (KG-05) School
Phone: 757-564-4001
Address: 4001 Brick Bat Road Williamsburg, VA 23188
Principal: Andrew H Jacobs
Superintendent: Dr. Olwen Herron
School Number: 205
Region: 2
Division: Williamsburg-James City County Public Schools
Division Number: 131
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 35 53 88 12 31 56 87 13 28 56 85 15
Female 40 50 90 10 33 52 85 15 30 56 86 14
Male 31 56 86 14 28 61 90 10 27 56 83 17
Asian 36 55 91 9 13 56 69 31 25 55 80 20
Black 29 53 82 18 21 55 76 24 16 44 59 41
Hispanic 30 60 90 10 23 53 77 23 32 49 81 19
Native Hawaiian < < 100 0
White 38 51 89 11 34 57 91 9 29 59 88 12
Multiple Races 14 73 86 14 39 52 91 9 33 57 90 10
Students with Disabilities 14 38 51 49 19 37 56 44 14 31 45 55
Students without Disabilities 38 54 92 8 33 59 92 8 30 59 89 11
Economically Disadvantaged 16 63 78 22 11 62 73 27 14 56 70 30
Not Economically Disadvantaged 39 51 90 10 36 55 91 9 33 56 89 11
English Learners 6 78 83 17 12 24 35 65 8 33 42 58
Military Connected 33 59 92 8 30 62 92 8
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 27 56 82 18 40 48 88 12 25 55 80 20
Female 32 52 85 15 40 46 86 14 30 54 84 16
Male 21 59 80 20 40 51 91 9 21 56 77 23
Asian < < 100 0 < < < < < < < <
Black 22 50 72 28 < < < < 10 40 50 50
Hispanic 36 55 91 9 36 50 86 14 25 50 75 25
Native Hawaiian < < 100 0
White 27 56 83 17 41 51 92 8 30 56 85 15
Multiple Races 10 70 80 20 < < < < 9 64 73 27
Students with Disabilities 13 13 25 75 40 33 73 27 < < < <
Students without Disabilities 29 62 90 10 40 50 90 10 27 57 84 16
Economically Disadvantaged 14 55 69 31 30 52 83 17 17 43 60 40
Not Economically Disadvantaged 30 56 86 14 42 47 90 10 28 59 87 13
English Learners < < < < < < < < < < < <
Military Connected 44 44 88 13 36 57 93 7
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 33 54 87 13 26 59 85 15 26 60 86 14
Female 36 52 88 12 26 55 82 18 23 63 85 15
Male 29 56 85 15 25 64 88 12 31 55 86 14
Asian < < < < < < < < < < < <
Black 30 50 80 20 22 50 72 28 < < < <
Hispanic 9 73 82 18 29 50 79 21 25 50 75 25
White 38 51 89 11 25 62 87 13 27 64 91 9
Multiple Races < < < < 36 55 91 9 < < 100 0
Students with Disabilities 8 62 69 31 14 29 43 57 14 29 43 57
Students without Disabilities 35 53 89 11 27 65 92 8 28 63 91 9
Economically Disadvantaged 5 68 74 26 3 66 69 31 12 60 72 28
Not Economically Disadvantaged 37 52 89 11 33 57 90 10 30 59 89 11
English Learners - 80 80 20 < < < < < < < <
Military Connected 40 60 100 0 21 79 100 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 48 48 96 4 28 60 89 11 33 54 87 13
Female 53 45 98 2 34 54 88 12 37 51 89 11
Male 42 52 94 6 22 67 90 10 29 57 86 14
Asian < < 100 0 < < < < < < 100 0
Black 40 60 100 0 20 60 80 20 22 50 72 28
Hispanic < < 100 0 7 60 67 33 46 46 92 8
White 49 46 95 5 35 58 93 7 30 56 87 13
Multiple Races < < 100 0 < < 100 0 46 54 100 0
Students with Disabilities < < < < 6 50 56 44 21 32 53 47
Students without Disabilities 49 48 97 3 31 62 93 7 35 58 93 7
Economically Disadvantaged 31 69 100 0 4 67 71 29 13 63 76 24
Not Economically Disadvantaged 50 45 95 5 34 59 93 7 40 51 91 9
English Learners < < 100 0 < < < < < < < <
Military Connected 15 77 92 8 < < < <
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 32 55 88 12 32 56 88 12 27 64 92 8
Female 29 59 88 12 31 58 88 12 25 65 90 10
Male 35 52 87 13 34 54 88 12 30 64 94 6
Asian 31 69 100 0 50 33 83 17 36 52 88 12
Black 21 42 63 37 18 47 65 35 16 53 69 31
Hispanic 13 72 84 16 19 55 74 26 21 68 89 11
Native Hawaiian < < 100 0
White 36 54 90 10 34 58 92 8 29 65 94 6
Multiple Races 35 60 95 5 35 61 96 4 24 72 97 3
Students with Disabilities 13 32 45 55 19 40 60 40 14 45 60 40
Students without Disabilities 34 58 92 8 34 58 92 8 29 66 95 5
Economically Disadvantaged 14 54 68 32 15 55 70 30 11 70 81 19
Not Economically Disadvantaged 36 56 91 9 37 56 93 7 33 62 95 5
English Learners 14 64 77 23 21 42 63 37 18 53 71 29
Military Connected 26 72 97 3 19 76 95 5
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 28 57 85 15 33 56 89 11 27 66 93 7
Female 27 59 86 14 29 57 86 14 25 67 91 9
Male 29 55 83 17 39 54 93 7 29 65 94 6
Asian < < 100 0 < < < < 40 50 90 10
Black 17 39 56 44 < < < < - 60 60 40
Hispanic 18 64 82 18 23 46 69 31 23 77 100 0
Native Hawaiian < < 100 0
White 29 60 89 11 38 56 94 6 30 67 96 4
Multiple Races < < 100 0 < < 100 0 30 60 90 10
Students with Disabilities 19 13 31 69 33 47 80 20 < < < <
Students without Disabilities 29 63 92 8 33 57 90 10 29 66 95 5
Economically Disadvantaged 10 52 62 38 17 61 78 22 10 73 83 17
Not Economically Disadvantaged 33 58 91 9 37 55 92 8 33 63 96 4
English Learners < < < < < < < < < < < <
Military Connected 19 75 94 6 36 64 100 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 34 55 88 12 33 55 88 12 24 67 91 9
Female 30 56 86 14 30 59 89 11 20 69 89 11
Male 38 53 91 9 36 51 87 13 31 63 94 6
Asian < < 100 0 < < 100 0 < < < <
Black 20 50 70 30 22 44 67 33 < < < <
Hispanic - 77 77 23 29 50 79 21 8 58 67 33
White 41 49 91 9 32 60 92 8 30 66 96 4
Multiple Races < < 100 0 45 55 100 0 < < 100 0
Students with Disabilities 7 50 57 43 19 38 57 43 21 29 50 50
Students without Disabilities 37 55 92 8 35 58 94 6 25 72 96 4
Economically Disadvantaged 11 56 67 33 17 49 66 34 12 68 80 20
Not Economically Disadvantaged 38 54 92 8 38 57 95 5 27 67 94 6
English Learners 17 58 75 25 < < < < < < < <
Military Connected 40 60 100 0 7 93 100 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 31 55 86 14 23 61 84 16 20 68 88 12
Female 29 60 90 10 29 59 88 12 20 66 86 14
Male 33 50 83 17 18 63 81 19 21 70 91 9
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < 19 50 69 31
Hispanic < < 100 0 7 67 73 27 25 75 100 0
White 34 54 88 12 26 65 90 10 19 70 88 12
Multiple Races < < < < < < < < 18 82 100 0
Students with Disabilities < < < < 6 38 44 56 17 44 61 39
Students without Disabilities 33 57 90 10 26 65 91 9 21 73 94 6
Economically Disadvantaged 27 53 80 20 9 57 65 35 6 72 78 22
Not Economically Disadvantaged 32 56 88 12 27 62 89 11 27 66 94 6
English Learners < < 100 0 < < < < < < < <
Military Connected 25 75 100 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 46 54 100 0 70 30 100 0 71 29 100 0
Female 33 67 100 0 60 40 100 0 73 27 100 0
Male 56 44 100 0 80 20 100 0 69 31 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 43 57 100 0 75 25 100 0 65 35 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 46 54 100 0 70 30 100 0 74 26 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 48 52 100 0 74 26 100 0 69 31 100 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 33 56 89 11 22 64 86 14 42 49 91 9
Female 33 57 90 10 25 62 87 13 37 53 90 10
Male 33 56 89 11 19 66 85 15 47 44 91 9
Asian < < < < < < < < < < 100 0
Black 42 42 83 17 30 60 90 10 22 61 83 17
Hispanic < < < < 7 60 67 33 46 54 100 0
White 31 60 90 10 24 64 89 11 43 46 89 11
Multiple Races < < 100 0 < < < < 38 62 100 0
Students with Disabilities < < < < - 31 31 69 11 53 63 37
Students without Disabilities 35 58 93 7 25 68 93 7 47 48 95 5
Economically Disadvantaged 19 56 75 25 - 63 63 38 16 71 87 13
Not Economically Disadvantaged 36 56 92 8 27 64 91 9 52 40 92 8
English Learners < < < < < < < < < < < <
Military Connected 8 92 100 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 33 56 89 11 22 64 86 14 42 49 91 9
Female 33 57 90 10 25 62 87 13 37 53 90 10
Male 33 56 89 11 19 66 85 15 47 44 91 9
Asian < < < < < < < < < < 100 0
Black 42 42 83 17 30 60 90 10 22 61 83 17
Hispanic < < < < 7 60 67 33 46 54 100 0
White 31 60 90 10 24 64 89 11 43 46 89 11
Multiple Races < < 100 0 < < < < 38 62 100 0
Students with Disabilities < < < < - 31 31 69 11 53 63 37
Students without Disabilities 35 58 93 7 25 68 93 7 47 48 95 5
Economically Disadvantaged 19 56 75 25 - 63 63 38 16 71 87 13
Not Economically Disadvantaged 36 56 92 8 27 64 91 9 52 40 92 8
English Learners < < < < < < < < < < < <
Military Connected 8 92 100 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 51 38 89 11 58 30 88 12 52 35 87 13
Female 48 38 86 14 58 30 87 13 48 37 85 15
Male 53 38 92 8 59 31 90 10 59 31 90 10
Asian < < 100 0 < < 100 0 < < < <
Black 40 30 70 30 50 22 72 28 < < < <
Hispanic < < < < 60 20 80 20 45 36 82 18
White 55 36 91 9 56 34 90 10 55 35 90 10
Multiple Races < < 100 0 70 30 100 0 < < 100 0
Students with Disabilities 31 38 69 31 24 38 62 38 15 15 31 69
Students without Disabilities 53 38 91 9 64 29 93 7 57 37 94 6
Economically Disadvantaged 18 41 59 41 31 38 69 31 22 48 70 30
Not Economically Disadvantaged 56 38 94 6 66 28 94 6 59 32 91 9
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 36 64 100 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 51 38 89 11 57 31 88 12 53 34 87 13
Female 48 38 86 14 57 30 87 13 49 36 85 15
Male 53 38 92 8 58 32 89 11 60 29 90 10
Asian < < 100 0 < < 100 0 < < < <
Black 40 30 70 30 47 24 71 29 < < < <
Hispanic < < < < < < < < 45 36 82 18
White 55 36 91 9 56 34 90 10 56 33 90 10
Multiple Races < < 100 0 70 30 100 0 < < 100 0
Students with Disabilities 31 38 69 31 11 44 56 44 18 - 18 82
Students without Disabilities 53 38 91 9 64 29 93 7 57 37 94 6
Economically Disadvantaged 18 41 59 41 29 39 68 32 23 45 68 32
Not Economically Disadvantaged 56 38 94 6 66 29 94 6 60 31 91 9
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 36 64 100 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
School226
Division341149
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
Kindergarten10711185
Grade 1132109114
Grade 2117135103
Grade 3124133127
Grade 4125133122
Grade 5140139128
Total Students745760679

< = 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 Students745760679
Female371382331
Male374378348
Asian354439
Black748588
Hispanic798684
White508496422
Multiple Races494743
Students with Disabilities827979
Students without Disabilities663681600
Economically Disadvantaged165179167
Not Economically Disadvantaged580581512
English Learners423735
Not English Learners703723644
Homeless5155
Military Connected738289
Foster Care112
< = 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 Students688527253168851
Female344263621534918
Male344263631633933
Asian271281353
Black619696629
Hispanic724802713
Native Hawaiian----<<
White492355012147231
Multiple Races363471465
Students with Disabilities6310717708
Economically Disadvantaged135251501615830
English Learners403461463
Homeless11411487
< = 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 <
Weapons 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 Indian------
Asian44.24.7
Black95010.133.39.966.7
Hispanic10.55010.710.6
Native Hawaiian------
White71.668.666.768.2
Multiple Races56.46.633.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian44.24.7
Black910.19.9
Hispanic10.510.710.6
Native Hawaiian
White71.668.668.2
Multiple Races56.46.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian------
Asian44.24.7
Black910.19.9
Hispanic10.510.710.6
Native Hawaiian------
White71.668.668.2
Multiple Races56.46.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 20.422.721.3
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 29.631.636.6
< = 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 6970.378
< = 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
2017-201836%63%0%1%
2018-201933%60%0%7%
2019-202025%67%0%8%
< = 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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