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McNair Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-793-4800
Address: 2499 Thomas Jefferson Dr. Herndon, VA 20171
Principal: Ms. Melissa M. Goddin
Superintendent: Dr. Scott S. Brabrand
School Number: 2231
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

18.28% of the students in this school were chronically absent.

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 34 53 87 13 30 53 83 17 30 55 85 15
Female 37 50 88 12 34 49 83 17 33 54 87 13
Male 31 56 87 13 25 57 82 18 27 56 83 17
American Indian < < < < < < < < < < 100 0
Asian 41 53 94 6 36 55 90 10 37 55 91 9
Black 17 55 71 29 19 44 64 36 10 54 63 37
Hispanic 14 51 65 35 6 51 56 44 9 44 53 47
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 31 55 86 14 26 53 79 21 25 62 87 13
Multiple Races 21 58 79 21 42 50 92 8 18 82 100 0
Students with Disabilities 18 34 53 47 12 35 47 53 17 39 57 43
Students without Disabilities 35 54 89 11 31 54 86 14 31 56 87 13
Economically Disadvantaged 13 47 61 39 12 49 61 39 8 50 59 41
Not Economically Disadvantaged 38 54 92 8 34 54 88 12 35 56 91 9
English Learners 19 54 73 27 1 37 38 62 4 50 53 47
Homeless < < 100 0
Military Connected < < < < < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 57 82 18 23 53 77 23 25 61 85 15
Female 28 60 88 12 26 47 73 27 26 61 87 13
Male 24 53 77 23 21 59 80 20 24 60 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 31 58 89 11 26 58 84 16 26 64 89 11
Black 15 54 69 31 8 33 42 58 - 57 57 43
Hispanic 9 36 45 55 8 23 31 69 < < < <
White 6 72 78 22 24 52 76 24 50 36 86 14
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 18 27 45 55 40 20 60 40 < < < <
Students without Disabilities 26 59 85 15 22 55 78 22 25 61 86 14
Economically Disadvantaged 7 36 43 57 6 44 50 50 4 52 56 44
Not Economically Disadvantaged 29 60 89 11 27 55 82 18 28 62 91 9
English Learners 12 46 58 42 2 42 44 56 2 63 65 35
Military Connected < < 100 0 < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 48 88 12 29 53 82 18 32 52 84 16
Female 44 42 87 13 35 49 85 15 33 51 84 16
Male 35 55 89 11 23 56 80 20 31 53 85 15
American Indian < < < < < < 100 0 < < 100 0
Asian 47 48 95 5 33 58 91 9 38 51 89 11
Black - 60 60 40 25 39 64 36 13 53 67 33
Hispanic 22 48 70 30 8 38 46 54 14 29 43 57
White 50 38 88 13 18 47 65 35 26 68 95 5
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 9 27 36 64 8 46 54 46 30 30 60 40
Students without Disabilities 42 49 91 9 30 54 84 16 33 53 86 14
Economically Disadvantaged 17 54 71 29 8 41 49 51 5 51 57 43
Not Economically Disadvantaged 44 47 91 9 34 56 90 10 40 52 92 8
English Learners 29 48 77 23 - 39 39 61 4 54 59 41
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 35 52 87 13 37 45 82 18 33 51 84 16
Female 36 48 84 16 45 43 88 12 37 48 84 16
Male 34 56 91 9 27 47 74 26 29 54 84 16
American Indian < < < < < < 100 0
Asian 45 50 96 4 47 46 93 7 42 50 93 7
Black 27 41 68 32 7 50 57 43 19 56 74 26
Hispanic 4 59 63 37 12 29 41 59 7 36 43 57
White 30 60 90 10 29 43 71 29 15 54 69 31
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 9 55 64 36 - 31 31 69 23 38 62 38
Students without Disabilities 37 51 88 12 40 46 86 14 34 52 86 14
Economically Disadvantaged 11 45 55 45 22 48 70 30 13 38 51 49
Not Economically Disadvantaged 41 53 95 5 40 44 84 16 39 55 94 6
English Learners 17 57 74 26 - 21 21 79 7 31 38 62
Military Connected < < < < < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 57 94 6 31 60 91 9 30 56 86 14
Female 44 53 96 4 32 57 88 12 36 56 91 9
Male 32 60 92 8 31 64 94 6 21 57 79 21
American Indian < < 100 0
Asian 44 55 99 1 39 57 96 4 43 52 95 5
Black 16 68 84 16 26 52 78 22 - 47 47 53
Hispanic 23 54 77 23 - 82 82 18 5 60 65 35
Native Hawaiian < < 100 0
White 45 45 91 9 32 64 96 4 7 86 93 7
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < 7 40 47 53 - 40 40 60
Students without Disabilities 36 58 95 5 33 62 95 5 33 58 91 9
Economically Disadvantaged 21 58 79 21 14 61 75 25 11 64 75 25
Not Economically Disadvantaged 41 57 97 3 37 60 96 4 34 54 89 11
English Learners 18 68 87 13 - 38 38 63 - 25 25 75
Homeless < < 100 0
Military Connected < < 100 0 < < < <
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 41 48 89 11 37 49 86 14 41 51 92 8
Female 38 52 89 11 33 53 86 14 37 54 91 9
Male 45 43 89 11 41 45 85 15 44 49 93 7
American Indian < < < < < < < < < < 100 0
Asian 54 42 97 3 48 47 95 5 51 45 96 4
Black 10 60 71 29 11 43 54 46 5 66 72 28
Hispanic 12 53 66 34 7 52 59 41 9 65 74 26
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 30 58 88 12 23 64 87 13 34 64 98 2
Multiple Races 21 63 84 16 25 58 83 17 27 73 100 0
Students with Disabilities 24 35 59 41 24 35 59 41 24 49 73 27
Students without Disabilities 42 48 91 9 38 50 88 12 42 52 93 7
Economically Disadvantaged 11 49 60 40 9 52 61 39 10 65 75 25
Not Economically Disadvantaged 47 47 95 5 44 48 92 8 48 48 96 4
English Learners 24 57 80 20 9 48 57 43 12 71 83 17
Homeless < < < <
Military Connected < < < < < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 49 86 14 29 52 81 19 35 57 92 8
Female 32 56 88 12 21 57 78 22 31 59 90 10
Male 40 43 83 17 38 46 84 16 39 55 94 6
American Indian < < < < < < 100 0 < < 100 0
Asian 47 47 94 6 36 54 90 10 40 55 96 4
Black 15 46 62 38 - 31 31 69 - 67 67 33
Hispanic 9 36 45 55 8 15 23 77 < < < <
White 11 72 83 17 14 71 86 14 40 60 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 18 45 64 36 50 40 90 10 < < < <
Students without Disabilities 37 49 87 13 28 52 80 20 35 57 92 8
Economically Disadvantaged 7 32 39 61 6 39 45 55 - 71 71 29
Not Economically Disadvantaged 41 52 93 7 34 54 88 12 42 54 96 4
English Learners 13 54 67 33 11 43 54 46 10 75 84 16
Military Connected < < 100 0 < < 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 52 39 91 9 45 43 89 11 39 55 94 6
Female 46 45 91 9 43 49 92 8 31 63 94 6
Male 59 32 91 9 48 38 86 14 47 47 93 7
American Indian < < < < < < 100 0 < < 100 0
Asian 64 34 98 2 57 39 96 4 48 47 94 6
Black 10 50 60 40 14 54 68 32 7 73 80 20
Hispanic 17 48 65 35 8 46 54 46 14 79 93 7
White 47 47 94 6 35 53 88 12 22 78 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 36 36 64 38 31 69 31 < < < <
Students without Disabilities 55 39 95 5 46 44 90 10 38 56 95 5
Economically Disadvantaged 29 38 67 33 5 54 59 41 14 70 84 16
Not Economically Disadvantaged 55 39 95 5 55 41 96 4 46 51 96 4
English Learners 36 48 84 16 13 55 68 32 17 72 89 11
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 17 64 81 19 29 41 70 30 24 59 83 17
Female 13 66 79 21 36 41 77 23 18 62 80 20
Male 22 62 84 16 19 40 60 40 29 57 86 14
American Indian < < < < < < 100 0
Asian 30 61 91 9 41 49 90 10 40 54 94 6
Black - 72 72 28 - 8 8 92 5 60 65 35
Hispanic - 64 64 36 18 29 47 53 7 57 64 36
White 11 67 78 22 18 55 73 27 8 83 92 8
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 30 40 70 30 - 8 8 92 25 33 58 42
Students without Disabilities 16 66 82 18 33 45 78 22 24 63 87 13
Economically Disadvantaged 3 53 56 44 17 38 54 46 9 60 69 31
Not Economically Disadvantaged 23 68 91 9 33 41 74 26 33 59 92 8
English Learners 12 65 77 23 - 37 37 63 10 67 77 23
Military Connected < < < < < < 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 37 57 94 6 27 66 92 8 42 50 92 8
Female 42 55 97 3 23 69 91 9 43 49 92 8
Male 32 60 92 8 31 62 93 7 42 51 93 7
American Indian < < 100 0
Asian 49 51 100 0 43 56 99 1 56 43 99 1
Black 5 76 81 19 5 64 68 32 5 67 71 29
Hispanic 17 67 83 17 - 85 85 15 5 65 70 30
Native Hawaiian < < 100 0
White < < 100 0 8 83 92 8 58 42 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 7 64 71 29 6 69 75 25
Students without Disabilities 36 59 95 5 28 66 94 6 46 48 94 6
Economically Disadvantaged - 78 78 22 7 69 76 24 10 63 73 27
Not Economically Disadvantaged 45 53 98 2 33 64 98 2 49 47 96 4
English Learners 22 73 95 5 6 59 65 35 7 67 73 27
Homeless < < < <
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
All Students 84 16 100 0 76 24 100 0 85 15 100 0
Female 81 19 100 0 73 27 100 0 81 19 100 0
Male 85 15 100 0 78 22 100 0 91 9 100 0
Asian 83 17 100 0 75 25 100 0 90 10 100 0
Black < < 100 0 < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 84 16 100 0 76 24 100 0 85 15 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 85 15 100 0 76 24 100 0 86 14 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
White < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Male < < 100 0
Asian < < 100 0
White < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra 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 26 53 79 21 36 48 84 16 47 40 87 13
Female 25 50 75 25 37 52 89 11 44 39 83 17
Male 27 56 83 17 36 43 79 21 50 40 90 10
American Indian < < < < < < 100 0
Asian 35 55 90 10 48 49 96 4 59 36 95 5
Black 23 27 50 50 7 47 53 47 25 46 71 29
Hispanic - 48 48 52 6 35 41 59 7 43 50 50
White 10 75 85 15 14 64 79 21 23 62 85 15
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 27 36 64 36 - 31 31 69 23 46 69 31
Students without Disabilities 26 54 80 20 39 50 89 11 49 39 88 12
Economically Disadvantaged 3 37 39 61 11 59 70 30 15 46 62 38
Not Economically Disadvantaged 32 56 88 12 41 46 87 13 57 38 95 5
English Learners 13 51 64 36 - 42 42 58 13 48 61 39
Military Connected < < < < < < 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 26 53 79 21 36 48 84 16 47 40 87 13
Female 25 50 75 25 37 52 89 11 44 39 83 17
Male 27 56 83 17 36 43 79 21 50 40 90 10
American Indian < < < < < < 100 0
Asian 35 55 90 10 48 49 96 4 59 36 95 5
Black 23 27 50 50 7 47 53 47 25 46 71 29
Hispanic - 48 48 52 6 35 41 59 7 43 50 50
White 10 75 85 15 14 64 79 21 23 62 85 15
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 27 36 64 36 - 31 31 69 23 46 69 31
Students without Disabilities 26 54 80 20 39 50 89 11 49 39 88 12
Economically Disadvantaged 3 37 39 61 11 59 70 30 15 46 62 38
Not Economically Disadvantaged 32 56 88 12 41 46 87 13 57 38 95 5
English Learners 13 51 64 36 - 42 42 58 13 48 61 39
Military Connected < < < < < < 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 63 30 93 7 69 28 97 3 69 29 99 1
Female 60 32 92 8 73 26 99 1 68 30 97 3
Male 68 26 94 6 66 30 95 5 71 29 100 0
American Indian < < < < < < 100 0 < < 100 0
Asian 75 24 99 1 80 18 98 2 75 24 99 1
Black 20 50 70 30 38 52 90 10 33 58 92 8
Hispanic 24 52 76 24 < < 100 0 < < 100 0
White 56 31 88 13 36 57 93 7 61 39 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < 40 50 90 10 70 30 100 0
Students without Disabilities 66 30 96 4 71 26 97 3 69 29 99 1
Economically Disadvantaged 27 59 86 14 32 63 95 5 48 44 93 7
Not Economically Disadvantaged 68 26 94 6 74 23 97 3 74 26 100 0
English Learners 47 43 91 9 < < < < 63 37 100 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 63 30 93 7 70 27 97 3 69 30 99 1
Female 60 32 92 8 73 26 99 1 68 30 97 3
Male 68 26 94 6 66 29 95 5 70 30 100 0
American Indian < < < < < < 100 0 < < 100 0
Asian 75 24 99 1 81 17 98 2 75 24 99 1
Black 20 50 70 30 38 52 90 10 33 58 92 8
Hispanic 24 52 76 24 < < 100 0 < < 100 0
White 56 31 88 13 36 57 93 7 59 41 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 66 30 96 4 71 26 97 3 69 29 99 1
Economically Disadvantaged 27 59 86 14 28 67 94 6 46 46 92 8
Not Economically Disadvantaged 68 26 94 6 75 23 97 3 74 26 100 0
English Learners 47 43 91 9 < < < < 60 40 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School211417
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten495457
Kindergarten209192187
Grade 1206186193
Grade 2174191189
Grade 3190189183
Grade 4196179167
Grade 5166172174
Grade 6187154159
Total Students1,3771,3171,309

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students137713171309
Female695666665
Male682651644
American Indian665
Asian923868856
Black146157168
Hispanic131125128
Native Hawaiian11-
White147135132
Multiple Races232520
Students with Disabilities8411098
Students without Disabilities129312071211
Economically Disadvantaged252270264
Not Economically Disadvantaged112510471045
English Learners529513507
Not English Learners848804802
Homeless143
Military Connected11810
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

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 Students1,1851401,228971,136130
Female589866284557563
Male596546005256167
American Indian100<<<<
Asian7881138318176498
Black1267132412712
Hispanic111610551019
Native Hawaiian<<<<<<
White1211113261159
Multiple Races283211222
Students with Disabilities6077897818
Economically Disadvantaged210152251222426
English Learners426614794745351
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 <
Other Offenses Against Persons 18
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.70.40.5
Asian6630671065.911.1
Black10.64010.63011.966.7
Hispanic10209.5409.511.1
Native Hawaiian0.10.10.1
White10.610.71010.311.1
Multiple Races2101.7101.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.70.40.5
Asian666765.9
Black10.610.611.9
Hispanic109.59.5
Native Hawaiian0.10.10.1
White10.610.710.3
Multiple Races21.71.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.70.40.5
Asian666765.9
Black10.610.611.9
Hispanic109.59.5
Native Hawaiian0.10.10.1
White10.610.710.3
Multiple Races21.71.9
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 15.11819.1
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 3733.834.8
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 82.377.575.6
< = 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)
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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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201736%63%1%0%
2017-201838%61%1%0%
2018-201935%64%1%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-No-
BlackYesYes-Yes-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

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 RateThree-Year RateAnnual TargetLong-Term Goal
All Students85%85%73%75%
Asian92%92%87%75%
Black64%67%60%75%
Hispanic53%58%63%75%
White87%85%81%75%
Economically Disadvantaged59%60%62%75%
English Learners71%70%53%75%
Students with Disabilities57%54%39%75%

< = 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 RateThree-Year RateAnnual TargetLong-Term Goal
All Students92%88%74%70%
Asian96%95%89%70%
Black72%65%60%70%
Hispanic72%64%64%70%
White97%90%81%70%
Economically Disadvantaged74%63%63%70%
English Learners86%79%57%70%
Students with Disabilities73%66%42%70%

< = 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 Students87%
Asian95%
Black74%
Hispanic50%
White85%
Economically Disadvantaged62%
English Learners77%
Students with Disabilities69%

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students88%94%
Asian93%97%
Black76%86%
Hispanic67%78%
White87%97%
Economically Disadvantaged68%82%
English Learners76%89%
Students with Disabilities67%82%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%9%9%10%
Asian11%11%5%10%
Black9%6%9%10%
Hispanic8%6%9%10%
White7%7%9%10%
Economically Disadvantaged10%7%13%10%
English Learners10%10%8%10%
Students with Disabilities19%14%14%10%

< = 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 and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress52%46%58%
English Learner Proficiency17%--

< = 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 Progress12824452%
English Learner Proficiency6136317%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%98%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%98%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

< = 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).

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
Public Preschool​
School 18%
Division 22%
State 33%

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​​​
School %
Division 64%
State 81%
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