Oak View Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-764-7100
Address: 5004 Sideburn Rd Fairfax, VA 22032
Principal: Jamie Luerssen
Superintendent: Dr. Michelle C. Reid
School Number: 1860
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.

School Environment

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

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

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

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

Not all the submitted evidence was satisfactory.

Show explanation

No additional explanation available.

Promotion and Retention Policies

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

Graduation Requirements

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

Instructional Program

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

Leadership and Staffing Requirements

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

Facilities and Safety Provisions

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

Parental Notification

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

Standards of Learning

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

Long-Range Comprehensive Plan

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

Federally Identified Schools

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

Compliance

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

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	63	86	14	23	63	86	14	25	59	85	15
Female	29	61	90	10	27	64	91	9	32	58	90	10
Male	19	64	83	17	18	63	82	18	19	60	79	21
American Indian									<	<	100	0
Asian	22	68	90	10	20	71	91	9	21	62	83	17
Black	14	68	82	18	11	68	79	21	9	65	74	26
Hispanic	20	58	78	22	17	62	79	21	23	48	71	29
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	25	62	87	13	25	62	87	13	29	59	88	12
Multiple Races	26	64	90	10	30	57	86	14	24	64	88	12
Students with Disabilities	4	52	56	44	7	56	63	37	8	49	58	42
Students without Disabilities	27	65	92	8	26	65	90	10	29	61	90	10
Economically Disadvantaged	5	58	64	36	5	59	64	36	15	46	61	39
Not Economically Disadvantaged	26	63	89	11	26	64	90	10	27	61	88	12
English Learners	-	61	61	39	-	48	48	52	-	27	27	73
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	12	76	88	12	33	60	94	6	27	67	94	6
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	54	78	22	8	71	78	22	19	57	76	24
Female	33	58	91	9	7	73	80	20	26	60	86	14
Male	16	51	67	33	8	69	77	23	13	56	69	31
Asian	26	57	83	17	-	88	88	13	22	39	61	39
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	13	60	73	27	7	73	80	20	<	<	<	<
Native Hawaiian									<	<	100	0
White	27	51	78	22	8	73	82	18	21	66	87	13
Multiple Races	18	55	73	27	<	<	<	<	-	80	80	20
Students with Disabilities	6	44	50	50	-	67	67	33	12	41	53	47
Students without Disabilities	28	56	84	16	9	71	80	20	20	61	81	19
Economically Disadvantaged	13	40	53	47	-	60	60	40	8	25	33	67
Not Economically Disadvantaged	26	56	82	18	9	73	82	18	20	62	82	18
English Learners	-	64	64	36	<	<	<	<	-	36	36	64
Military Connected	-	73	73	27	<	<	<	<	15	77	92	8
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	70	87	13	31	55	86	14	16	67	83	17
Female	20	71	91	9	46	49	95	5	20	65	86	14
Male	13	68	81	19	16	61	77	23	12	68	80	20
American Indian									<	<	100	0
Asian	11	78	89	11	36	50	86	14	13	81	94	6
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	17	75	92	8	22	44	67	33	27	60	87	13
White	18	68	85	15	32	59	90	10	17	65	83	17
Multiple Races	29	71	100	0	27	55	82	18	10	60	70	30
Students with Disabilities	6	53	59	41	5	50	55	45	-	56	56	44
Students without Disabilities	19	72	91	9	36	56	92	8	19	69	88	12
Economically Disadvantaged	8	67	75	25	13	47	60	40	7	43	50	50
Not Economically Disadvantaged	18	70	88	12	33	56	89	11	18	71	88	12
English Learners	<	<	<	<	-	62	62	38	<	<	<	<
Military Connected	7	93	100	0	25	75	100	0	55	36	91	9
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	70	90	10	16	71	87	13	25	61	86	14
Female	31	60	90	10	18	73	91	9	33	60	93	7
Male	10	80	90	10	13	69	81	19	16	62	79	21
Asian	13	81	94	6	15	75	90	10	11	79	89	11
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	19	63	81	19	-	85	85	15	15	50	65	35
Native Hawaiian					<	<	100	0	<	<	100	0
White	21	70	91	9	19	65	85	15	29	60	89	11
Multiple Races	<	<	100	0	21	79	100	0	50	40	90	10
Students with Disabilities	-	63	63	37	12	47	59	41	13	48	61	39
Students without Disabilities	24	72	96	4	17	74	91	9	28	64	92	8
Economically Disadvantaged	-	67	67	33	-	79	79	21	11	56	67	33
Not Economically Disadvantaged	23	71	94	6	18	70	88	12	27	62	89	11
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	17	75	92	8	38	50	88	13	9	91	100	0
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	34	56	90	10	35	57	92	8	36	54	91	9
Female	34	52	86	14	38	57	95	5	39	53	92	8
Male	33	60	93	7	33	57	90	10	33	56	89	11
Asian	45	55	100	0	22	78	100	0	35	52	87	13
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	29	43	71	29	30	55	85	15	23	54	77	23
Native Hawaiian									<	<	100	0
White	36	58	95	5	39	53	92	8	40	51	92	8
Multiple Races	20	67	87	13	<	<	100	0	30	70	100	0
Students with Disabilities	5	48	52	48	11	63	74	26	6	53	59	41
Students without Disabilities	39	58	97	3	40	56	96	4	40	54	95	5
Economically Disadvantaged	-	62	62	38	6	53	59	41	29	53	82	18
Not Economically Disadvantaged	37	56	93	7	40	58	98	2	37	54	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	100	0
Military Connected	25	58	83	17	42	58	100	0	31	63	94	6
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2023-2024				2024-2025				2025-2026
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

select test

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	59	84	16	25	62	87	13	23	62	85	15
Female	20	65	85	15	20	68	89	11	22	63	85	15
Male	31	52	83	17	30	55	85	15	25	60	85	15
American Indian									<	<	<	<
Asian	33	60	93	7	34	60	94	6	35	53	88	12
Black	5	64	68	32	6	78	83	17	4	70	74	26
Hispanic	12	58	70	30	21	53	74	26	16	49	65	35
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	28	58	86	14	23	65	88	12	23	65	89	11
Multiple Races	30	58	88	12	32	55	86	14	24	66	90	10
Students with Disabilities	9	41	51	49	6	54	60	40	10	46	56	44
Students without Disabilities	28	62	90	10	28	63	91	9	26	65	91	9
Economically Disadvantaged	12	41	53	47	11	48	60	40	13	45	58	42
Not Economically Disadvantaged	27	61	88	12	27	64	91	9	25	64	89	11
English Learners	7	40	48	52	5	49	54	46	3	37	40	60
Homeless	<	<	<	<	<	<	<	<	<	<	100	0
Military Connected	20	60	80	20	23	66	89	11	20	73	92	8
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	53	75	25	5	74	80	20	18	63	80	20
Female	16	64	80	20	5	70	75	25	17	69	86	14
Male	27	44	71	29	6	78	84	16	18	58	76	24
Asian	35	57	91	9	13	81	94	6	22	50	72	28
Black	<	<	<	<	<	<	100	0	<	<	<	<
Hispanic	6	47	53	47	6	50	56	44	<	<	<	<
Native Hawaiian									<	<	100	0
White	24	54	78	22	2	80	82	18	23	66	89	11
Multiple Races	18	45	64	36	<	<	<	<	-	80	80	20
Students with Disabilities	11	33	44	56	-	58	58	42	12	47	59	41
Students without Disabilities	24	57	81	19	6	77	83	17	19	66	85	15
Economically Disadvantaged	12	24	35	65	-	44	44	56	8	31	38	62
Not Economically Disadvantaged	24	58	82	18	6	81	87	13	19	68	87	13
English Learners	13	38	50	50	-	50	50	50	-	33	33	67
Military Connected	9	55	64	36	<	<	<	<	15	85	100	0
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	66	83	17	39	42	81	19	22	64	86	14
Female	10	74	84	16	32	60	91	9	18	57	76	24
Male	28	54	81	19	46	26	72	28	26	70	96	4
American Indian									<	<	<	<
Asian	21	68	89	11	55	32	86	14	56	44	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	-	67	67	33	22	39	61	39	27	53	80	20
White	18	65	83	18	41	46	87	13	15	75	90	10
Multiple Races	29	65	94	6	27	45	73	27	10	60	70	30
Students with Disabilities	12	41	53	47	15	30	45	55	-	63	63	38
Students without Disabilities	18	69	87	13	44	45	89	11	27	64	90	10
Economically Disadvantaged	8	62	69	31	7	40	47	53	14	43	57	43
Not Economically Disadvantaged	18	66	84	16	44	43	86	14	24	67	91	9
English Learners	<	<	<	<	8	38	46	54	<	<	<	<
Military Connected	20	60	80	20	33	50	83	17	36	55	91	9
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	73	81	19	10	75	85	15	9	58	68	32
Female	8	76	84	16	10	76	87	13	6	70	76	24
Male	8	70	78	23	8	74	82	18	13	47	59	41
Asian	-	91	91	9	27	64	91	9	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	7	64	71	29	-	90	90	10	-	36	36	64
Native Hawaiian									<	<	100	0
White	12	71	83	17	6	75	82	18	9	68	76	24
Multiple Races	<	<	100	0	21	71	93	7	<	<	100	0
Students with Disabilities	-	47	47	53	-	53	53	47	6	28	33	67
Students without Disabilities	10	80	90	10	11	79	90	10	11	70	81	19
Economically Disadvantaged	8	38	46	54	<	<	<	<	-	36	36	64
Not Economically Disadvantaged	8	80	88	13	9	76	85	15	12	65	76	24
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	9	73	82	18	17	75	92	8	<	<	<	<
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	38	51	90	10	26	69	94	6	30	59	90	10
Female	37	49	86	14	20	75	95	5	27	62	89	11
Male	40	53	93	7	32	62	94	6	34	56	91	9
Asian	55	45	100	0	25	75	100	0	32	59	91	9
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	27	47	73	27	35	55	90	10	27	47	73	27
Native Hawaiian					<	<	100	0	<	<	100	0
White	41	51	91	9	23	72	94	6	29	60	89	11
Multiple Races	38	54	92	8	<	<	100	0	41	59	100	0
Students with Disabilities	9	45	55	45	-	79	79	21	21	42	63	37
Students without Disabilities	45	53	98	2	31	66	98	2	32	62	94	6
Economically Disadvantaged	20	47	67	33	11	58	68	32	23	54	77	23
Not Economically Disadvantaged	41	52	93	7	29	71	100	0	31	60	91	9
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	100	0
Military Connected	<	<	<	<	27	73	100	0	18	73	91	9
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	54	46	100	0	59	41	100	0	37	63	100	0
Female	47	53	100	0	52	48	100	0	40	60	100	0
Male	58	42	100	0	64	36	100	0	32	68	100	0
Asian	<	<	100	0	<	<	100	0	40	60	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
Native Hawaiian									<	<	100	0
White	53	47	100	0	55	45	100	0	38	62	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	53	47	100	0	59	41	100	0	38	62	100	0
Economically Disadvantaged					<	<	100	0	<	<	100	0
Not Economically Disadvantaged	54	46	100	0	56	44	100	0	39	61	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students									<	<	100	0
Male									<	<	100	0
Asian									<	<	100	0
White									<	<	100	0
Multiple Races									<	<	100	0
Students without Disabilities									<	<	100	0
Not Economically Disadvantaged									<	<	100	0
English Learners									<	<	100	0
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Substitute Math Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	55	80	20	13	71	84	16	34	47	80	20
Female	23	57	79	21	11	74	85	15	33	52	85	15
Male	27	54	81	19	16	66	82	18	34	42	76	24
Asian	12	76	88	12	10	71	81	19	25	60	85	15
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	19	69	88	13	-	77	77	23	20	35	55	45
Native Hawaiian					<	<	100	0	<	<	100	0
White	30	47	77	23	15	71	86	14	38	48	86	14
Multiple Races	<	<	100	0	16	74	89	11	60	30	90	10
Students with Disabilities	5	53	58	42	6	59	65	35	22	35	57	43
Students without Disabilities	29	56	85	15	14	72	87	13	36	49	86	14
Economically Disadvantaged	13	40	53	47	7	64	71	29	11	33	44	56
Not Economically Disadvantaged	27	58	85	15	14	72	85	15	38	49	87	13
English Learners	-	40	40	60	<	<	<	<	<	<	<	<
Military Connected	33	50	83	17	6	81	88	13	18	73	91	9
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	55	80	20	13	71	84	16	34	47	80	20
Female	23	57	79	21	11	74	85	15	33	52	85	15
Male	27	54	81	19	16	66	82	18	34	42	76	24
Asian	12	76	88	12	10	71	81	19	25	60	85	15
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	19	69	88	13	-	77	77	23	20	35	55	45
Native Hawaiian					<	<	100	0	<	<	100	0
White	30	47	77	23	15	71	86	14	38	48	86	14
Multiple Races	<	<	100	0	16	74	89	11	60	30	90	10
Students with Disabilities	5	53	58	42	6	59	65	35	22	35	57	43
Students without Disabilities	29	56	85	15	14	72	87	13	36	49	86	14
Economically Disadvantaged	13	40	53	47	7	64	71	29	11	33	44	56
Not Economically Disadvantaged	27	58	85	15	14	72	85	15	38	49	87	13
English Learners	-	40	40	60	<	<	<	<	<	<	<	<
Military Connected	33	50	83	17	6	81	88	13	18	73	91	9
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Earth Science Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA Studies Performance	2023-2024				2024-2025				2025-2026
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

	2023-2024	2024-2025	2025-2026
School	4	2	1
Division	1,602	1,077	491
State	6,361	4,559	1,714
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade
	2022-2023	2023-2024	2024-2025
Pre-kindergarten	4	2	-
Kindergarten	80	90	112
Grade 1	91	88	101
Grade 2	113	104	96
Grade 3	131	117	95
Grade 4	103	135	117
Grade 5	113	111	140
Grade 6	129	128	117
Total Enrollment	764	775	778

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

Fall Membership by Subgroup
Subgroup	2022-2023	2023-2024	2024-2025
All Students	764	775	778
Female	377	373	391
Male	387	402	387
Asian	118	125	138
Black	34	33	28
Hispanic	86	94	89
Native Hawaiian	1	1	1
White	441	442	441
Multiple Races	84	80	81
Students with Disabilities	109	125	122
Students without Disabilities	655	650	656
Economically Disadvantaged	72	85	94
Not Economically Disadvantaged	692	690	684
English Learners	88	98	104
Not English Learners	676	677	674
Military Connected	69	71	66
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2022-2023		2023-2024		2024-2025
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	690	78	734	44	706	67
Female	342	35	352	21	351	38
Male	348	43	382	23	355	29
Asian	104	14	116	11	123	12
Black	35	0	35	0	28	0
Hispanic	74	15	88	7	81	13
Native Hawaiian	<	<	<	<	<	<
White	398	42	416	23	398	36
Multiple Races	78	7	78	3	75	6
Students with Disabilities	96	13	113	7	103	10
Economically Disadvantaged	60	10	78	12	82	17
English Learners	77	10	94	10	93	13
Homeless	-	-	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

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

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

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024
Behaviors that Impede Academic Progress	3
Behaviors related to School Operations	16
Relationship Behaviors without Physical Harm	28
Behaviors of a Safety Concern	61
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	5

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2022-2023	2023-2024	2024-2025
In-School Suspension	4	10	8
Out-of-School Suspension	7	4	14
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	0	0	0
Bus Suspension	0	7	6

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	8.7	11	11
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	15.3	23.8	28.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation
	2022-2023	2023-2024	2024-2025
	Percentage	Percentage	Percentage
All Students	54.1	59.9	57.6
< = 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.

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2022-2023	37%	61%	0%	2%
2023-2024	41%	57%	0%	2%
2024-2025	41%	56%	0%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

Student Group	English Reading Performance	Mathematics Performance	English Learner Progress	Federal Graduation Indicator
All Students	Yes - No CP	Yes	-	-
Asian	Yes - CP	Yes	-	-
Black	Yes	Yes	-	-
Hispanic	Yes - CP	Yes	-	-
White	Yes - No CP	Yes	-	-
Multiple Races	Yes - No CP	Yes	-	-
Economically Disadvantaged	No	No	-	-
English Learners	Yes - No CP	Yes	Yes	-
Students with Disabilities	No	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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	86%	81%	88%
Asian	91%	91%	88%
Black	79%	73%	88%
Hispanic	79%	73%	88%
White	87%	86%	88%
Multiple Races	86%	84%	88%
Economically Disadvantaged	63%	73%	88%
English Learners	67%	67%	88%
Students with Disabilities	63%	64%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	87%	76%	85%
Asian	95%	90%	85%
Black	83%	67%	85%
Hispanic	77%	68%	85%
White	88%	82%	85%
Multiple Races	86%	79%	85%
Economically Disadvantaged	62%	67%	85%
English Learners	75%	64%	85%
Students with Disabilities	61%	61%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	85%
Asian	81%
Black	<
Hispanic	77%
White	87%
Multiple Races	89%
Economically Disadvantaged	71%
English Learners	60%
Students with Disabilities	65%

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	62%	56%	58%
English Learner Proficiency	16%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	29	47	62%
English Learner Proficiency	11	67	16%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	99.6%	-	100%	-
Asian	100%	-	100%	-	100%	-
Black	100%	-	94.7%	-	<	-
Hispanic	100%	-	98.5%	-	100%	-
White	100%	-	100%	-	100%	-
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	98.5%	-	100%	-
Not Economically Disadvantaged	100%	-	99.8%	-	100%	-
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	100%	-	100%	-	100%	-
Students without Disabilities	100%	-	99.5%	-	100%	-
Female	100%	-	99.2%	-	100%	-
Male	100%	-	100%	-	100%	-

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

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

Federal Designation

Early Learning

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience