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Parkside Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-710-5190
Address: 5620 Smith Station Rd. Fredericksburg, VA 22407
Principal: John McKinley
Superintendent: Dr. Stephen Scott Baker
School Number: 508
Region: 3
Division: Spotsylvania County Public Schools
Division Number: 88
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 59 83 17 19 60 79 21 17 61 78 22
Female 24 58 81 19 21 62 83 17 18 60 78 22
Male 23 61 84 16 18 58 75 25 16 62 78 22
American Indian < < < < < < 100 0 < < 100 0
Asian 18 82 100 0 17 67 83 17 10 69 79 21
Black 15 63 78 22 11 61 72 28 11 61 73 27
Hispanic 19 56 74 26 11 60 71 29 8 61 69 31
White 33 54 87 13 26 60 86 14 27 58 85 15
Multiple Races 14 68 81 19 27 55 82 18 10 69 79 21
Students with Disabilities 24 52 76 24 10 37 47 53 16 42 58 42
Students without Disabilities 23 60 83 17 20 63 83 17 17 64 81 19
Economically Disadvantaged 13 56 69 31 8 60 68 32 7 58 65 35
Not Economically Disadvantaged 29 61 90 10 25 60 85 15 22 63 85 15
English Learners 16 45 61 39 3 52 55 45 8 41 49 51
Homeless 6 56 61 39 - 43 43 57 < < < <
Military Connected 14 72 86 14 26 61 87 13
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 60 81 19 16 60 76 24 13 63 76 24
Female 22 60 82 18 15 65 79 21 17 57 74 26
Male 19 61 80 20 18 55 73 27 10 68 78 23
Asian < < 100 0 < < < < 9 64 73 27
Black 15 68 83 18 11 61 71 29 7 62 69 31
Hispanic 38 31 69 31 14 50 64 36 5 55 59 41
White 22 63 85 15 18 65 84 16 23 62 85 15
Multiple Races 14 50 64 36 < < < < 7 80 87 13
Students with Disabilities 29 47 76 24 6 24 29 71 20 60 80 20
Students without Disabilities 19 62 82 18 18 65 83 17 12 63 75 25
Economically Disadvantaged 17 53 70 30 10 56 66 34 6 57 62 38
Not Economically Disadvantaged 23 64 87 13 19 61 81 19 18 66 84 16
English Learners 18 27 45 55 < < < < 6 41 47 53
Homeless < < < < < < < < < < 100 0
Military Connected 17 67 83 17 36 45 82 18
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 59 80 20 16 64 80 20 12 63 75 25
Female 24 55 79 21 15 67 82 18 10 67 78 22
Male 16 66 81 19 17 61 77 23 13 59 72 28
Asian < < 100 0 < < < < < < < <
Black 10 55 65 35 5 67 72 28 15 59 73 27
Hispanic 6 67 72 28 9 74 83 17 5 64 68 32
White 37 46 83 17 27 57 84 16 13 67 80 20
Multiple Races - 100 100 0 18 45 64 36 < < < <
Students with Disabilities 19 44 63 38 11 53 63 37 6 18 24 76
Students without Disabilities 21 62 82 18 17 65 82 18 13 69 82 18
Economically Disadvantaged 11 57 68 32 7 62 68 32 8 56 64 36
Not Economically Disadvantaged 26 61 88 13 22 65 87 13 14 67 81 19
English Learners 9 64 73 27 7 79 86 14 < < < <
Homeless < < < < < < < < < < < <
Military Connected 27 73 100 0 27 64 91 9
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 58 87 13 25 57 82 18 24 58 82 18
Female 26 59 84 16 31 56 87 13 25 58 83 18
Male 32 58 89 11 18 57 75 25 23 59 82 18
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < 10 90 100 0
Black 19 64 83 17 19 54 73 27 13 63 75 25
Hispanic 15 65 80 20 10 55 65 35 13 63 77 23
White 39 54 93 7 31 58 89 11 42 47 89 11
Multiple Races 30 50 80 20 38 54 92 8 13 60 73 27
Students with Disabilities 23 69 92 8 15 31 46 54 22 44 67 33
Students without Disabilities 30 57 86 14 26 59 85 15 24 60 84 16
Economically Disadvantaged 11 58 69 31 8 60 69 31 9 60 69 31
Not Economically Disadvantaged 36 58 94 6 34 55 88 12 32 57 89 11
English Learners < < < < < < < < 18 55 73 27
Homeless < < < < < < < < < < < <
Military Connected - 77 77 23 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 56 84 16 26 54 80 20 20 63 83 17
Female 28 55 83 17 24 57 80 20 17 65 82 18
Male 29 57 86 14 28 51 79 21 23 61 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 45 55 100 0 50 42 92 8 30 57 87 13
Black 20 48 68 32 16 48 64 36 10 65 75 25
Hispanic 20 60 80 20 17 62 79 21 12 64 75 25
White 35 56 91 9 34 52 87 13 30 61 92 8
Multiple Races 22 73 95 5 15 73 88 12 18 67 85 15
Students with Disabilities 27 48 75 25 6 49 55 45 22 55 76 24
Students without Disabilities 28 57 85 15 28 54 83 17 20 64 84 16
Economically Disadvantaged 15 55 70 30 14 53 67 33 11 61 72 28
Not Economically Disadvantaged 35 56 92 8 32 54 86 14 25 64 90 10
English Learners 22 47 69 31 13 55 68 32 5 63 68 33
Homeless 13 63 75 25 - 43 43 57 9 45 55 45
Military Connected 24 54 78 22 29 68 97 3
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 56 84 16 22 56 78 22 25 61 86 14
Female 29 53 82 18 21 61 82 18 25 58 82 18
Male 26 60 86 14 23 52 75 25 25 65 90 10
Asian < < 100 0 < < < < 33 58 92 8
Black 16 61 76 24 13 55 68 32 7 68 76 24
Hispanic 24 53 76 24 23 50 73 27 13 65 78 22
White 38 51 89 11 27 60 88 13 35 58 94 6
Multiple Races 21 64 86 14 < < < < 40 53 93 7
Students with Disabilities 31 44 75 25 - 41 41 59 40 50 90 10
Students without Disabilities 27 58 85 15 26 58 84 16 23 63 86 14
Economically Disadvantaged 20 49 69 31 14 60 74 26 13 62 75 25
Not Economically Disadvantaged 31 60 92 8 27 54 80 20 31 61 92 8
English Learners 18 36 55 45 < < < < 5 74 79 21
Homeless < < < < < < < < < < < <
Military Connected 15 46 62 38 36 64 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 52 81 19 26 56 82 18 15 62 76 24
Female 29 51 80 20 21 63 83 17 10 66 76 24
Male 29 53 83 17 31 51 81 19 19 57 76 24
Asian < < 100 0 < < 100 0 < < < <
Black 26 29 55 45 16 55 70 30 12 61 73 27
Hispanic 5 68 74 26 22 70 91 9 9 61 70 30
White 35 56 90 10 36 48 84 16 18 65 84 16
Multiple Races 31 69 100 0 - 82 82 18 < < < <
Students with Disabilities 25 44 69 31 11 58 68 32 12 41 53 47
Students without Disabilities 30 53 83 17 28 56 84 16 15 65 80 20
Economically Disadvantaged 17 50 67 33 12 58 70 30 6 60 66 34
Not Economically Disadvantaged 38 54 91 9 35 55 90 10 20 63 83 17
English Learners 17 58 75 25 14 57 71 29 < < < <
Homeless < < < < < < < < < < < <
Military Connected 45 55 100 0 9 82 91 9
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 59 88 12 28 49 78 22 21 66 86 14
Female 25 61 86 14 28 48 76 24 16 70 86 14
Male 32 58 89 11 29 51 80 20 25 61 86 14
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 30 70 100 0
Black 19 50 69 31 19 32 51 49 10 67 77 23
Hispanic 32 58 89 11 5 67 71 29 13 65 77 23
White 33 61 95 5 38 52 89 11 36 61 97 3
Multiple Races 10 90 100 0 23 69 92 8 - 80 80 20
Students with Disabilities 25 58 83 17 8 46 54 46 11 72 83 17
Students without Disabilities 29 59 88 12 31 50 80 20 22 65 87 13
Economically Disadvantaged 6 71 77 23 16 41 57 43 14 61 75 25
Not Economically Disadvantaged 37 55 92 8 35 54 88 12 25 68 93 7
English Learners < < < < < < < < 8 58 67 33
Homeless < < < < < < < < < < < <
Military Connected 15 62 77 23 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 56 75 25 30 48 78 22 25 59 84 16
Female 14 59 73 27 32 49 81 19 20 60 80 20
Male 23 53 77 23 29 45 74 26 29 57 87 13
American Indian < < 100 0 < < 100 0
Asian < < < < 20 60 80 20 30 60 90 10
Black 8 53 61 39 19 41 59 41 10 63 73 27
Hispanic 21 53 74 26 5 62 67 33 10 65 74 26
White 25 56 82 18 44 45 89 11 41 55 95 5
Multiple Races 10 70 80 20 46 46 92 8 33 47 80 20
Students with Disabilities 17 50 67 33 - 46 46 54 28 50 78 22
Students without Disabilities 20 56 76 24 33 48 81 19 24 60 84 16
Economically Disadvantaged - 54 54 46 12 49 61 39 15 51 66 34
Not Economically Disadvantaged 27 56 83 17 40 47 86 14 30 63 93 7
English Learners < < < < < < < < 17 33 50 50
Homeless < < < < < < 100 0 < < < <
Military Connected 31 54 85 15 20 70 90 10
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 56 75 25 30 48 78 22 25 59 84 16
Female 14 59 73 27 32 49 81 19 20 60 80 20
Male 23 53 77 23 29 45 74 26 29 57 87 13
American Indian < < 100 0 < < 100 0
Asian < < < < 20 60 80 20 30 60 90 10
Black 8 53 61 39 19 41 59 41 10 63 73 27
Hispanic 21 53 74 26 5 62 67 33 10 65 74 26
White 25 56 82 18 44 45 89 11 41 55 95 5
Multiple Races 10 70 80 20 46 46 92 8 33 47 80 20
Students with Disabilities 17 50 67 33 - 46 46 54 28 50 78 22
Students without Disabilities 20 56 76 24 33 48 81 19 24 60 84 16
Economically Disadvantaged - 54 54 46 12 49 61 39 15 51 66 34
Not Economically Disadvantaged 27 56 83 17 40 47 86 14 30 63 93 7
English Learners < < < < < < < < 17 33 50 50
Homeless < < < < < < 100 0 < < < <
Military Connected 31 54 85 15 20 70 90 10
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 37 71 29 30 51 81 19 28 47 76 24
Female 36 35 71 29 30 52 82 18 26 46 72 28
Male 32 40 72 28 30 50 80 20 30 49 79 21
Asian < < 100 0 < < < < < < < <
Black 23 17 40 60 20 48 68 32 20 51 71 29
Hispanic 20 33 53 47 15 65 80 20 13 57 70 30
White 44 38 83 17 40 49 88 12 38 44 82 18
Multiple Races 31 62 92 8 27 55 82 18 < < < <
Students with Disabilities 27 13 40 60 24 29 53 47 12 24 35 65
Students without Disabilities 35 40 75 25 31 54 85 15 31 51 81 19
Economically Disadvantaged 22 29 51 49 10 52 62 38 10 51 61 39
Not Economically Disadvantaged 41 43 84 16 42 51 93 7 38 45 84 16
English Learners < < < < 9 45 55 45 < < < <
Homeless < < < < < < < < < < < <
Military Connected 55 45 100 0 18 73 91 9
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 38 71 29 30 51 81 19 28 47 76 24
Female 35 35 70 30 30 52 82 18 26 46 72 28
Male 29 42 71 29 30 50 80 20 30 49 79 21
Asian < < 100 0 < < < < < < < <
Black 21 17 38 62 20 48 68 32 20 51 71 29
Hispanic 20 33 53 47 15 65 80 20 13 57 70 30
White 43 39 82 18 40 49 88 12 38 44 82 18
Multiple Races 31 62 92 8 27 55 82 18 < < < <
Students with Disabilities 8 17 25 75 24 29 53 47 12 24 35 65
Students without Disabilities 35 40 75 25 31 54 85 15 31 51 81 19
Economically Disadvantaged 21 29 50 50 10 52 62 38 10 51 61 39
Not Economically Disadvantaged 40 44 83 17 42 51 93 7 38 45 84 16
English Learners < < < < 9 45 55 45 < < < <
Homeless < < < < < < < < < < < <
Military Connected 55 45 100 0 18 73 91 9
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School154
Division433036
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten969
Kindergarten121124128
Grade 1157126137
Grade 2132165140
Grade 3152139170
Grade 4132158144
Grade 5162139159
Total Students865857887

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students865857887
Female417422425
Male448435462
American Indian221
Asian616976
Black223223255
Hispanic135135164
White369355312
Multiple Races757374
Students with Disabilities111123127
Students without Disabilities754734760
Economically Disadvantaged296337336
Not Economically Disadvantaged569520551
English Learners9088103
Not English Learners775769784
Homeless737
Military Connected677366
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students698657846380855
Female355373913039227
Male343283933341628
American Indian<<<<<<
Asian434603582
Black171161821619819
Hispanic112811781328
White312313562935019
Multiple Races605677687
Students with Disabilities851084131007
Economically Disadvantaged225292773627934
English Learners536874962
Homeless141<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 16
All Other Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.20.2
Asian5.7577.1
Black24.35523.754.225.870
Hispanic15.91515.54.215.65
Native Hawaiian------
White45.6154537.542.715
Multiple Races8.3108.64.28.710
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.11000.20.2
Asian5.777.1
Black24.323.725.8
Hispanic15.915.515.6
Native Hawaiian
White45.64510042.7
Multiple Races8.38.68.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.20.2
Asian5.777.1
Black24.323.725.8
Hispanic15.915.515.6
Native Hawaiian------
White45.64542.7
Multiple Races8.38.68.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 36.835.134.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 44.949.446.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 68.976.671.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201837%63%0%0%
2018-201947%53%0%0%
2019-202050%45%2%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

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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