Oakton Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-937-6100
Address: 3000 Chain Bridge Rd Oakton, VA 22124
Principal: Christine Kelley
Superintendent: Dr. Michelle C. Reid
School Number: 140
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	61	89	11	33	55	88	12	30	60	90	10
Female	32	59	91	9	28	59	87	13	27	62	89	11
Male	25	63	88	12	37	52	88	12	33	57	90	10
Asian	39	54	93	7	40	54	93	7	35	55	91	9
Black	20	48	68	32	27	42	69	31	19	59	78	22
Hispanic	24	60	84	16	27	54	81	19	20	62	82	18
White	26	66	91	9	32	56	88	12	33	58	91	9
Multiple Races	25	65	90	10	24	68	93	7	22	76	98	2
Students with Disabilities	8	63	71	29	11	46	57	43	14	49	63	37
Students without Disabilities	32	61	93	7	36	57	93	7	33	61	94	6
Economically Disadvantaged	14	52	66	34	17	55	71	29	11	57	69	31
Not Economically Disadvantaged	31	62	93	7	35	55	91	9	33	60	93	7
English Learners	6	63	69	31	3	50	53	48	4	48	52	48
Homeless	<	<	<	<					<	<	100	0
Military Connected	20	80	100	0	44	56	100	0	36	57	93	7
Grade 3 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	61	91	9	23	64	87	13	21	69	90	10
Female	33	57	90	10	19	67	87	13	17	69	86	14
Male	26	65	91	9	27	61	88	13	25	69	93	7
Asian	29	63	92	8	27	67	94	6	23	58	81	19
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	18	73	91	9	20	60	80	20	-	83	83	17
White	27	66	93	7	21	70	91	9	24	69	94	6
Multiple Races	<	<	100	0	20	50	70	30	17	83	100	0
Students with Disabilities	17	61	78	22	6	63	69	31	17	61	78	22
Students without Disabilities	32	61	94	6	26	64	90	10	22	71	92	8
Economically Disadvantaged	8	50	58	42	14	64	77	23	-	40	40	60
Not Economically Disadvantaged	33	63	95	5	26	64	89	11	23	72	95	5
English Learners	10	80	90	10	-	75	75	25	<	<	<	<
Homeless									<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	<	<
Grade 4 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	58	87	13	40	48	88	12	32	60	92	8
Female	29	59	88	12	36	48	84	16	27	64	92	8
Male	30	57	87	13	45	47	92	8	37	55	92	8
Asian	52	34	86	14	45	42	87	13	21	79	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	17	67	83	17	33	50	83	17	29	43	71	29
White	24	67	90	10	43	47	90	10	41	51	92	8
Multiple Races	23	69	92	8	<	<	100	0	27	64	91	9
Students with Disabilities	6	65	71	29	21	29	50	50	16	58	74	26
Students without Disabilities	34	56	90	10	43	51	94	6	35	60	95	5
Economically Disadvantaged	19	57	76	24	6	63	69	31	15	65	80	20
Not Economically Disadvantaged	32	58	90	10	46	45	91	9	36	58	94	6
English Learners	5	74	79	21	7	43	50	50	10	70	80	20
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 5 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	70	88	12	26	58	84	16	34	55	89	11
Female	25	65	90	10	21	64	85	15	30	58	89	11
Male	12	75	87	13	31	53	84	16	37	52	89	11
Asian	39	57	96	4	35	58	94	6	45	41	86	14
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	15	62	77	23	17	58	75	25	18	82	100	0
White	11	75	87	13	27	52	79	21	36	54	90	10
Multiple Races	<	<	<	<	7	93	100	0	<	<	100	0
Students with Disabilities	-	68	68	32	11	33	44	56	14	36	50	50
Students without Disabilities	22	71	92	8	29	63	92	8	37	57	94	6
Economically Disadvantaged	<	<	<	<	17	56	72	28	7	57	64	36
Not Economically Disadvantaged	19	74	92	8	28	59	87	13	38	54	92	8
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 6 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	35	56	92	8	41	51	92	8	34	55	88	12
Female	39	55	94	6	37	57	94	6	33	57	90	10
Male	32	57	89	11	45	45	90	10	34	52	87	13
Asian	35	62	97	3	54	46	100	0	52	42	94	6
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	43	43	86	14	38	46	85	15	31	46	77	23
White	40	55	95	5	38	53	91	9	30	57	87	13
Multiple Races	<	<	<	<	<	<	100	0	13	87	100	0
Students with Disabilities	11	58	68	32	6	59	65	35	10	40	50	50
Students without Disabilities	40	56	95	5	47	49	97	3	38	58	96	4
Economically Disadvantaged	13	56	69	31	40	20	60	40	18	59	76	24
Not Economically Disadvantaged	39	56	95	5	42	54	95	5	36	54	90	10
English Learners	9	55	64	36	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 7 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC English Reading Performance	2022-2023				2023-2024				2024-2025
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2022-2023				2023-2024				2024-2025
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	57	87	13	32	56	88	12	37	53	89	11
Female	25	63	88	12	25	60	85	15	28	59	87	13
Male	35	52	87	13	38	52	90	10	45	47	91	9
Asian	50	44	94	6	51	46	97	3	54	41	95	5
Black	27	42	69	31	20	44	64	36	22	48	70	30
Hispanic	15	62	77	23	12	65	76	24	19	65	85	15
White	24	64	87	13	28	60	88	12	33	56	88	12
Multiple Races	25	65	90	10	24	61	85	15	37	57	93	7
Students with Disabilities	11	55	66	34	8	44	52	48	17	44	61	39
Students without Disabilities	33	58	91	9	36	58	93	7	40	54	94	6
Economically Disadvantaged	21	41	62	38	19	51	71	29	17	49	67	33
Not Economically Disadvantaged	31	60	91	9	34	57	91	9	39	53	93	7
English Learners	16	52	68	32	13	50	63	37	26	38	65	35
Homeless	<	<	<	<					<	<	100	0
Military Connected	28	72	100	0	33	61	94	6	36	64	100	0
Grade 3 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	32	56	88	12	19	66	85	15	31	59	90	10
Female	23	63	87	13	17	60	77	23	22	61	83	17
Male	43	47	89	11	20	72	92	8	40	57	97	3
Asian	48	44	92	8	31	66	97	3	22	70	93	7
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	17	58	75	25	13	60	73	27	8	77	85	15
White	24	67	91	9	17	72	89	11	37	52	89	11
Multiple Races	<	<	100	0	10	50	60	40	42	58	100	0
Students with Disabilities	22	56	78	22	6	50	56	44	22	56	78	22
Students without Disabilities	35	56	90	10	21	69	90	10	33	60	92	8
Economically Disadvantaged	14	36	50	50	-	78	78	22	-	40	40	60
Not Economically Disadvantaged	35	59	94	6	24	63	87	13	34	61	95	5
English Learners	14	43	57	43	-	77	77	23	18	45	64	36
Homeless									<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 4 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	57	83	17	43	45	88	12	40	52	92	8
Female	23	57	79	21	25	60	85	15	33	58	92	8
Male	31	56	87	13	60	30	91	9	46	46	92	8
Asian	50	47	97	3	58	39	97	3	68	32	100	0
Black	<	<	<	<	<	<	<	<	<	<	100	0
Hispanic	-	75	75	25	9	73	82	18	27	53	80	20
White	20	59	80	20	40	46	87	13	32	59	92	8
Multiple Races	23	62	85	15	<	<	100	0	18	64	82	18
Students with Disabilities	6	53	59	41	17	33	50	50	16	42	58	42
Students without Disabilities	31	57	88	12	46	47	93	7	44	54	98	2
Economically Disadvantaged	23	55	77	23	22	44	67	33	15	70	85	15
Not Economically Disadvantaged	28	57	85	15	47	46	92	8	45	49	93	7
English Learners	9	83	91	9	24	29	53	47	42	42	83	17
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 5 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	74	81	19	6	66	71	29	5	72	77	23
Female	5	76	81	19	3	74	76	24	6	73	79	21
Male	8	73	81	19	9	56	66	34	4	71	75	25
Asian	8	75	83	17	10	80	90	10	<	<	<	<
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	10	50	60	40	<	<	<	<
White	7	75	82	18	6	67	72	28	6	76	82	18
Multiple Races	<	<	100	0	-	80	80	20	<	<	100	0
Students with Disabilities	-	58	58	42	6	25	31	69	-	45	45	55
Students without Disabilities	9	80	89	11	6	78	83	17	7	78	85	15
Economically Disadvantaged	<	<	<	<	9	36	45	55	-	36	36	64
Not Economically Disadvantaged	7	79	87	13	5	71	76	24	7	80	87	13
English Learners	10	20	30	70	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Grade 6 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	61	89	11	32	61	94	6	35	52	87	13
Female	21	75	96	4	28	66	94	6	24	63	86	14
Male	33	49	83	17	36	58	94	6	44	43	87	13
Asian	48	45	93	7	53	43	97	3	50	44	94	6
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	27	55	82	18	-	80	80	20	29	57	86	14
White	22	69	92	8	29	65	95	5	33	52	85	15
Multiple Races	9	73	82	18	<	<	100	0	29	65	94	6
Students with Disabilities	6	59	65	35	5	63	68	32	10	40	50	50
Students without Disabilities	31	62	93	7	38	61	99	1	39	54	94	6
Economically Disadvantaged	26	37	63	37	31	44	75	25	18	53	71	29
Not Economically Disadvantaged	28	66	94	6	33	64	97	3	38	52	89	11
English Learners	31	38	69	31	18	45	64	36	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 7 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	68	32	100	0	71	29	100	0	80	20	100	0
Female	67	33	100	0	73	27	100	0	75	25	100	0
Male	69	31	100	0	70	30	100	0	84	16	100	0
Asian	75	25	100	0	90	10	100	0	91	9	100	0
Black					<	<	100	0	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	71	29	100	0	65	35	100	0	68	32	100	0
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0					<	<	100	0
Students without Disabilities	67	33	100	0	71	29	100	0	79	21	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	<	<	100	0
Not Economically Disadvantaged	67	33	100	0	69	31	100	0	78	22	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 8 Mathematics Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geometry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Substitute Math Performance	2022-2023				2023-2024				2024-2025
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	57	82	18	37	47	84	16	31	52	83	17
Female	23	58	81	19	32	51	83	17	25	52	77	23
Male	27	55	82	18	41	44	85	15	37	52	89	11
Asian	30	56	85	15	45	48	94	6	41	52	93	7
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	23	46	69	31	25	50	75	25	27	55	82	18
White	23	59	82	18	37	43	80	20	29	53	81	19
Multiple Races	<	<	<	<	29	71	100	0	<	<	100	0
Students with Disabilities	16	32	47	53	12	29	41	59	14	21	36	64
Students without Disabilities	27	61	89	11	41	51	92	8	34	56	90	10
Economically Disadvantaged	20	30	50	50	32	42	74	26	7	53	60	40
Not Economically Disadvantaged	26	59	85	15	38	48	86	14	35	52	87	13
English Learners	8	33	42	58	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 5 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	57	82	18	37	47	84	16	31	52	83	17
Female	23	58	81	19	32	51	83	17	25	52	77	23
Male	27	55	82	18	41	44	85	15	37	52	89	11
Asian	30	56	85	15	45	48	94	6	41	52	93	7
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	23	46	69	31	25	50	75	25	27	55	82	18
White	23	59	82	18	37	43	80	20	29	53	81	19
Multiple Races	<	<	<	<	29	71	100	0	<	<	100	0
Students with Disabilities	16	32	47	53	12	29	41	59	14	21	36	64
Students without Disabilities	27	61	89	11	41	51	92	8	34	56	90	10
Economically Disadvantaged	20	30	50	50	32	42	74	26	7	53	60	40
Not Economically Disadvantaged	26	59	85	15	38	48	86	14	35	52	87	13
English Learners	8	33	42	58	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 8 Science Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Biology Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Chemistry Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Earth Science Performance	2022-2023				2023-2024				2024-2025
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	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA & US History Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History I Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History II Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geography Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Civics & Econ Performance	2022-2023				2023-2024				2024-2025
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA Studies Performance	2022-2023				2023-2024				2024-2025
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

	2022-2023	2023-2024	2024-2025
School	15	6	7
Division	1,223	1,602	1,077
State	4,460	6,361	4,559
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	2	1	-
Kindergarten	90	89	98
Grade 1	114	98	99
Grade 2	114	124	108
Grade 3	97	117	124
Grade 4	116	111	124
Grade 5	114	117	118
Grade 6	131	117	124
Total Enrollment	778	774	795

< = 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	778	774	795
Female	371	371	376
Male	407	403	419
American Indian	3	1	-
Asian	200	206	210
Black	39	38	40
Hispanic	85	85	84
White	381	379	383
Multiple Races	70	65	78
Students with Disabilities	111	113	100
Students without Disabilities	667	661	695
Economically Disadvantaged	96	114	121
Not Economically Disadvantaged	682	660	674
English Learners	140	136	120
Not English Learners	638	638	675
Homeless	1	-	1
Military Connected	33	29	22
Foster Care	1	1	-
< = 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	711	80	718	65	734	52
Female	339	35	342	28	352	22
Male	372	45	376	37	382	30
American Indian	<	<	-	-	-	-
Asian	189	15	193	14	194	12
Black	32	8	36	6	36	3
Hispanic	81	8	76	11	76	7
White	344	42	354	27	356	27
Multiple Races	63	7	59	7	72	3
Students with Disabilities	99	23	97	12	98	9
Economically Disadvantaged	79	26	100	21	92	13
English Learners	130	21	124	15	107	11
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
Relationship Behaviors without Physical Harm	8
Behaviors of a Safety Concern	14
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1

< = 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	1	3	0
Out-of-School Suspension	5	5	1
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	0	0	0
Bus Suspension	0	0	0

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	12.3	14.3	13.2
< = 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	24.4	16.3	15.5
< = 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	70	72.8	68.9
< = 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	28%	70%	0%	2%
2023-2024	28%	69%	0%	3%
2024-2025	28%	66%	2%	4%
< = 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 - CP	Yes	-	-
Asian	Yes - No CP	Yes	-	-
Black	TS	Yes	-	-
Hispanic	Yes - No CP	Yes	-	-
White	Yes - CP	Yes	-	-
Multiple Races	Yes - CP	Yes	-	-
Economically Disadvantaged	No	Yes	-	-
English Learners	Yes - CP	Yes	Yes	-
Students with Disabilities	Yes	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	90%	81%	88%
Asian	91%	91%	88%
Black	78%	73%	88%
Hispanic	82%	73%	88%
White	91%	86%	88%
Multiple Races	98%	84%	88%
Economically Disadvantaged	69%	73%	88%
English Learners	80%	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	89%	76%	85%
Asian	95%	90%	85%
Black	70%	67%	85%
Hispanic	85%	68%	85%
White	89%	82%	85%
Multiple Races	93%	79%	85%
Economically Disadvantaged	68%	67%	85%
English Learners	79%	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	83%
Asian	93%
Black	<
Hispanic	82%
White	81%
Multiple Races	<
Economically Disadvantaged	60%
English Learners	60%
Students with Disabilities	36%

< = 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	58%	56%	58%
English Learner Proficiency	35%	-	-

< = 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	21	36	58%
English Learner Proficiency	23	66	35%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	100%	-	99.1%	-
Asian	100%	-	100%	-	96.7%	-
Black	100%	-	100%	-	<	-
Hispanic	100%	-	100%	-	100%	-
White	100%	-	100%	-	100%	-
Multiple Races	100%	-	100%	-	<	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	100%	-	100%	-	99%	-
English Learners	100%	-	100%	-	95.2%	-
Students with Disabilities	100%	-	100%	-	100%	-
Students without Disabilities	100%	-	100%	-	99%	-
Female	100%	-	100%	-	98.1%	-
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

Schools Identified for Federal Support and Improvement 2024-2025
Schools Identified for Federal Support and Improvement 2023-2024
Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

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