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

Montclair Elementary

General school information

Category: Elementary (KG-05) School
Phone: 703-730-1072
Address: 4920 Tallowwood Dr Dumfries, VA 22025
Principal: Ms. Amanda Parks
Superintendent: Dr. Steven L. Walts
School Number: 800
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 24 54 79 21 23 59 82 18 22 60 82 18
Female 28 58 86 14 31 56 86 14 25 58 84 16
Male 21 51 72 28 16 62 78 22 20 61 81 19
Asian 48 48 97 3 36 54 89 11 31 58 88 12
Black 15 54 69 31 9 68 77 23 15 64 79 21
Hispanic 15 63 78 23 19 56 74 26 22 47 69 31
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 33 52 84 16 37 51 88 12 28 63 92 8
Multiple Races 33 42 75 25 24 67 90 10 17 83 100 0
Students with Disabilities 10 46 56 44 8 50 58 42 20 55 75 25
Students without Disabilities 28 56 84 16 26 61 87 13 23 61 84 16
Economically Disadvantaged 14 56 71 29 13 62 75 25 19 56 74 26
Not Economically Disadvantaged 31 53 84 16 32 56 88 12 26 64 90 10
English Learners 10 61 71 29 5 47 53 47 12 45 57 43
Homeless < < < < < < < <
Military Connected 35 55 90 10 30 60 90 10
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 22 58 80 20 26 61 87 13 21 63 84 16
Female 29 55 84 16 33 55 88 12 23 64 86 14
Male 15 62 77 23 17 69 86 14 20 63 83 17
Asian < < 100 0 < < 100 0 < < < <
Black 4 65 70 30 7 72 79 21 18 61 79 21
Hispanic 29 54 83 17 23 59 82 18 23 57 80 20
Native Hawaiian < < 100 0 < < 100 0
White 29 48 77 23 38 56 94 6 20 70 90 10
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 11 50 61 39 27 55 82 18 28 52 80 20
Students without Disabilities 24 60 85 15 26 62 88 12 19 67 86 14
Economically Disadvantaged 16 58 74 26 20 59 78 22 22 57 80 20
Not Economically Disadvantaged 25 58 83 17 32 64 96 4 20 69 90 10
English Learners 12 65 76 24 6 67 72 28 17 57 74 26
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 26 48 73 27 20 63 82 18 29 55 84 16
Female 34 51 85 15 26 57 83 17 32 54 86 14
Male 19 45 65 35 14 68 82 18 25 57 82 18
Asian 55 36 91 9 40 60 100 0 < < < <
Black 18 44 62 38 4 78 81 19 19 68 87 13
Hispanic 11 56 67 33 17 52 70 30 21 42 63 38
White 35 52 87 13 33 52 85 15 38 56 94 6
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 11 33 44 56 - 52 52 48 38 54 92 8
Students without Disabilities 29 51 79 21 25 66 91 9 27 56 83 17
Economically Disadvantaged 9 53 62 38 9 70 79 21 22 52 74 26
Not Economically Disadvantaged 39 44 82 18 28 57 85 15 35 58 93 7
English Learners 9 50 59 41 10 50 60 40 10 45 55 45
Homeless < < < <
Military Connected < < < < < < < <
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 25 57 82 18 23 54 77 23 17 62 79 21
Female 22 65 87 13 33 55 88 12 21 58 79 21
Male 29 47 76 24 17 53 70 30 14 64 79 21
Asian < < 100 0 25 50 75 25 18 73 91 9
Black 19 57 76 24 14 58 72 28 7 63 70 30
Hispanic 7 76 83 17 16 56 72 28 21 42 63 38
Native Hawaiian < < 100 0
White 33 56 89 11 39 45 84 16 26 65 90 10
Multiple Races 40 30 70 30 < < < < < < 100 0
Students with Disabilities 9 52 61 39 5 45 50 50 - 59 59 41
Students without Disabilities 29 58 88 12 27 55 83 17 22 62 84 16
Economically Disadvantaged 19 58 77 23 11 59 70 30 11 58 69 31
Not Economically Disadvantaged 30 56 86 14 36 48 84 16 22 64 86 14
English Learners 12 73 85 15 - 10 10 90 < < < <
Military Connected < < < < < < < <
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 25 57 82 18 25 57 82 18 22 64 86 14
Female 29 55 84 16 26 58 84 16 23 63 85 15
Male 22 58 81 19 24 56 80 20 21 65 87 13
Asian 48 48 97 3 36 57 93 7 31 58 88 12
Black 14 60 74 26 13 59 73 27 10 60 70 30
Hispanic 10 71 81 19 21 59 80 20 17 74 91 9
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 45 46 91 9 37 53 90 10 33 63 96 4
Multiple Races 29 42 71 29 29 52 81 19 28 61 89 11
Students with Disabilities 2 48 50 50 14 37 51 49 17 58 75 25
Students without Disabilities 31 59 90 10 28 61 88 12 23 66 89 11
Economically Disadvantaged 12 64 76 24 13 58 72 28 17 65 82 18
Not Economically Disadvantaged 34 52 87 13 36 55 92 8 26 64 90 10
English Learners 13 69 81 19 3 58 61 39 17 67 83 17
Homeless < < < < < < < <
Military Connected 40 45 85 15 45 50 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 29 54 83 17 27 65 91 9 21 66 86 14
Female 37 45 82 18 29 61 90 10 23 66 89 11
Male 21 64 85 15 24 69 93 7 19 66 84 16
Asian < < 100 0 < < 100 0 < < < <
Black 13 63 75 25 21 59 79 21 14 54 68 32
Hispanic 13 71 83 17 27 64 91 9 17 79 97 3
Native Hawaiian < < 100 0 < < 100 0
White 53 33 87 13 34 66 100 0 27 67 93 7
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 35 35 65 45 36 82 18 21 58 79 21
Students without Disabilities 35 58 94 6 24 68 93 7 21 68 88 12
Economically Disadvantaged 13 65 77 23 17 65 83 17 22 61 83 17
Not Economically Disadvantaged 37 49 86 14 36 64 100 0 19 71 90 10
English Learners 24 59 82 18 6 78 83 17 23 64 86 14
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 27 59 86 14 28 52 80 20 31 60 91 9
Female 29 60 90 10 23 53 77 23 30 58 88 12
Male 25 58 83 17 33 51 84 16 31 63 94 6
Asian 36 55 91 9 50 50 100 0 < < 100 0
Black 12 62 74 26 12 62 73 27 13 65 77 23
Hispanic 14 69 83 17 22 48 70 30 25 67 92 8
White 50 50 100 0 41 44 85 15 50 50 100 0
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 61 61 39 10 30 40 60 38 54 92 8
Students without Disabilities 32 59 90 10 33 58 91 9 30 61 91 9
Economically Disadvantaged 10 65 75 25 17 55 71 29 22 65 87 13
Not Economically Disadvantaged 39 55 94 6 37 50 87 13 38 56 95 5
English Learners 6 77 83 17 - 60 60 40 15 75 90 10
Homeless < < < <
Military Connected < < < < < < 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 21 57 78 22 21 54 76 24 14 66 81 19
Female 22 59 81 19 26 60 86 14 15 65 79 21
Male 20 54 74 26 19 51 70 30 14 68 82 18
Asian < < 100 0 33 50 83 17 36 55 91 9
Black 16 58 74 26 8 58 67 33 3 60 63 37
Hispanic 3 73 77 23 16 64 80 20 8 75 83 17
Native Hawaiian < < 100 0
White 30 56 85 15 35 48 84 16 19 74 94 6
Multiple Races 30 30 60 40 < < < < < < < <
Students with Disabilities 4 48 52 48 - 45 45 55 - 59 59 41
Students without Disabilities 26 60 85 15 26 57 83 17 18 68 87 13
Economically Disadvantaged 14 62 76 24 7 55 63 38 7 69 76 24
Not Economically Disadvantaged 27 53 80 20 36 54 89 11 20 64 85 15
English Learners 14 64 79 21 - 20 20 80 < < < <
Military Connected < < < < < < < <
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 13 54 68 32 17 63 80 20 15 57 72 28
Female 17 49 67 33 21 69 90 10 17 54 71 29
Male 8 61 69 31 14 60 74 26 14 59 73 27
Asian < < < < 25 58 83 17 18 73 91 9
Black 8 51 59 41 6 61 67 33 7 40 47 53
Hispanic 7 48 55 45 8 72 80 20 21 46 67 33
Native Hawaiian < < 100 0
White 19 67 85 15 26 68 94 6 19 68 87 13
Multiple Races 10 60 70 30 < < < < < < 100 0
Students with Disabilities - 26 26 74 5 40 45 55 - 36 36 64
Students without Disabilities 17 62 79 21 20 68 88 12 20 62 82 18
Economically Disadvantaged 8 52 60 40 5 70 75 25 13 49 62 38
Not Economically Disadvantaged 17 56 73 27 29 57 86 14 17 63 80 20
English Learners 12 50 62 38 - 30 30 70 < < < <
Military Connected < < < < < < < <
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 13 54 68 32 17 63 80 20 15 57 72 28
Female 17 49 67 33 21 69 90 10 17 54 71 29
Male 8 61 69 31 14 60 74 26 14 59 73 27
Asian < < < < 25 58 83 17 18 73 91 9
Black 8 51 59 41 6 61 67 33 7 40 47 53
Hispanic 7 48 55 45 8 72 80 20 21 46 67 33
Native Hawaiian < < 100 0
White 19 67 85 15 26 68 94 6 19 68 87 13
Multiple Races 10 60 70 30 < < < < < < 100 0
Students with Disabilities - 26 26 74 5 40 45 55 - 36 36 64
Students without Disabilities 17 62 79 21 20 68 88 12 20 62 82 18
Economically Disadvantaged 8 52 60 40 5 70 75 25 13 49 62 38
Not Economically Disadvantaged 17 56 73 27 29 57 86 14 17 63 80 20
English Learners 12 50 62 38 - 30 30 70 < < < <
Military Connected < < < < < < < <
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 42 42 84 16 44 43 87 13 56 36 92 8
Female 44 44 88 13 36 53 89 11 48 41 89 11
Male 41 41 81 19 52 33 85 15 65 30 95 5
Asian 64 18 82 18 50 50 100 0 < < 100 0
Black 32 41 74 26 22 59 81 19 39 48 87 13
Hispanic 28 55 83 17 47 37 84 16 63 19 81 19
White 59 38 97 3 52 33 85 15 64 36 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 11 28 39 61 15 40 55 45 25 58 83 17
Students without Disabilities 48 45 93 7 52 44 96 4 61 32 94 6
Economically Disadvantaged 23 56 79 21 33 56 90 10 36 53 89 11
Not Economically Disadvantaged 56 31 88 13 52 33 85 15 70 25 94 6
English Learners 23 54 77 23 < < < < < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 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 42 42 84 16 44 43 87 13 56 36 92 8
Female 44 44 88 13 36 53 89 11 48 41 89 11
Male 41 41 81 19 52 33 85 15 66 29 95 5
Asian 64 18 82 18 50 50 100 0 < < 100 0
Black 32 41 74 26 22 59 81 19 37 50 87 13
Hispanic 28 55 83 17 47 37 84 16 63 19 81 19
White 59 38 97 3 52 33 85 15 66 34 100 0
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 11 28 39 61 15 40 55 45 20 60 80 20
Students without Disabilities 48 45 93 7 52 44 96 4 61 32 94 6
Economically Disadvantaged 23 56 79 21 33 56 90 10 37 51 89 11
Not Economically Disadvantaged 56 31 88 13 52 33 85 15 69 25 94 6
English Learners 23 54 77 23 < < < < < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 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
School116
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-kindergarten1622
Kindergarten104110101
Grade 1121117100
Grade 2105118120
Grade 398115107
Grade 496104101
Grade 5103106110
Total Students643672641

< = 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 Students643672641
Female311334316
Male332338325
American Indian111
Asian526070
Black165174192
Hispanic180197186
Native Hawaiian442
White214209175
Multiple Races272715
Students with Disabilities1008994
Students without Disabilities543583547
Economically Disadvantaged283301290
Not Economically Disadvantaged360371351
English Learners154184186
Not English Learners489488455
Military Connected515643
< = 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 Students563315505060052
Female291122592329618
Male272192912730434
American Indian<<<<<<
Asian3833594311
Black1638154111679
Hispanic14091361116415
Native Hawaiian<<<<<<
White18271861419813
Multiple Races364365234
Students with Disabilities7010787789
Economically Disadvantaged233172493428133
English Learners12181271015318
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 25
Other Offenses Against Persons <
Weapons Offenses <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.20.2
Asian7.87.18.14.3
Black28.76026.962.525.747.8
Hispanic23.84024.1252834.8
Native Hawaiian0.50.30.6
White32.134.612.533.313
Multiple Races6.86.94.2
< = 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 Indian0.30.20.2
Asian7.87.18.1
Black28.726.925.7
Hispanic23.824.128
Native Hawaiian0.50.30.6
White32.134.633.3
Multiple Races6.86.94.2
< = 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 Indian0.30.20.2
Asian7.87.18.1
Black28.726.925.7
Hispanic23.824.128
Native Hawaiian0.50.30.6
White32.134.633.3
Multiple Races6.86.94.2
< = 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 4245.445.7
< = 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 46.738.747.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 74.573.682.3
< = 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
2017-201841%59%0%0%
2018-201937%61%0%2%
2019-202038%60%0%2%
< = 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​​​
Montclair Elementary to top