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Paul H. Cale Elementary

General school information

Category: Elementary (PK-05) School
Phone: 434-293-7455
Address: 1757 Avon Street Extended Charlottesville, VA 22902-8708
Principal: Ms. Lisa Jones
Superintendent: Dr. Matthew S. Haas
School Number: 150
Region: 5
Division: Albemarle County Public Schools
Division Number: 2
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 45 64 36 19 40 60 40 18 42 60 40
Female 20 46 66 34 21 41 62 38 23 41 64 36
Male 17 45 62 38 18 40 58 42 14 43 57 43
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 35 43 57 5 45 50 50 11 32 42 58
Hispanic 7 28 36 64 6 18 25 75 2 29 31 69
White 27 56 83 17 30 52 82 18 30 52 82 18
Multiple Races 24 65 88 12 16 58 74 26 13 31 44 56
Students with Disabilities 17 17 33 67 13 22 35 65 8 22 31 69
Students without Disabilities 19 49 67 33 20 44 64 36 20 45 66 34
Economically Disadvantaged 4 33 37 63 7 24 31 69 3 28 30 70
Not Economically Disadvantaged 29 55 85 15 31 55 86 14 31 53 84 16
English Learners 6 26 32 68 3 11 14 86 - 16 16 84
Migrant < < 100 0 < < < < < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < < 36 45 82 18
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 38 59 41 22 36 58 43 14 46 60 40
Female 23 42 65 35 24 32 56 44 22 46 67 33
Male 18 35 53 47 20 39 59 41 6 47 53 47
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 7 10 17 83 12 14 26 74 - 30 30 70
White 29 53 82 18 31 50 81 19 23 60 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 24 19 43 57 13 20 33 67
Students without Disabilities 22 40 62 38 21 39 61 39 14 51 65 35
Economically Disadvantaged 5 22 27 73 12 19 32 68 - 23 23 77
Not Economically Disadvantaged 32 50 82 18 30 51 81 19 22 60 83 17
English Learners 10 6 16 84 6 15 21 79 - 13 13 87
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 14 44 58 42 14 47 62 38 18 39 58 42
Female 15 43 57 43 17 52 69 31 18 38 57 43
Male 13 45 58 42 12 43 55 45 19 41 59 41
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 3 33 36 64 - 13 13 87 2 30 32 68
White 25 47 72 28 23 67 90 10 33 48 80 20
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 20 20 80 < < < < 4 22 26 74
Students without Disabilities 16 48 64 36 15 51 66 34 22 44 66 34
Economically Disadvantaged - 33 33 67 4 27 31 69 2 30 32 68
Not Economically Disadvantaged 27 54 80 20 23 65 88 12 34 48 82 18
English Learners 2 33 36 64 - 10 10 90 - 18 18 82
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < < <
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 22 57 79 21 21 39 60 40 23 40 63 37
Female 25 56 81 19 21 40 62 38 30 39 70 30
Male 20 58 78 23 21 38 58 42 16 41 57 43
American Indian < < < <
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic 15 42 58 42 5 27 32 68 3 27 30 70
White 28 72 100 0 37 39 76 24 35 49 84 16
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < - 31 31 69 9 27 36 64
Students without Disabilities 17 63 80 20 25 40 65 35 24 42 66 34
Economically Disadvantaged 11 46 57 43 2 28 30 70 7 28 35 65
Not Economically Disadvantaged 30 64 93 7 40 50 90 10 37 51 88 12
English Learners 10 38 48 52 - 6 6 94 - 15 15 85
Migrant < < 100 0
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 16 43 59 41 21 37 58 42 21 51 71 29
Female 11 42 53 47 21 33 53 47 18 53 71 29
Male 21 44 65 35 22 41 62 38 23 49 72 28
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < 100 0
Black - 39 39 61 5 27 32 68 5 63 68 32
Hispanic 5 33 38 62 6 29 35 65 10 40 50 50
White 27 46 73 27 34 43 77 23 30 57 87 13
Multiple Races 12 65 76 24 16 42 58 42 25 25 50 50
Students with Disabilities 14 31 45 55 20 17 37 63 18 33 51 49
Students without Disabilities 16 44 61 39 21 40 61 39 21 54 75 25
Economically Disadvantaged 3 32 35 65 5 29 34 66 8 40 48 52
Not Economically Disadvantaged 26 52 77 23 36 44 79 21 31 59 90 10
English Learners 3 36 39 61 3 24 27 73 5 43 48 52
Migrant < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < 45 36 82 18
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 16 46 63 37 14 39 53 47 14 54 68 32
Female 10 48 58 42 14 31 44 56 13 59 72 28
Male 22 45 67 33 15 48 62 38 15 49 64 36
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 3 27 30 70 7 21 29 71 - 42 42 58
White 29 51 80 20 22 52 73 27 23 60 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 29 19 48 52 7 33 40 60
Students without Disabilities 18 47 64 36 11 43 55 45 15 58 73 27
Economically Disadvantaged 2 38 40 60 7 23 30 70 - 37 37 63
Not Economically Disadvantaged 27 53 80 20 21 54 75 25 22 64 86 14
English Learners 3 35 39 61 3 12 15 85 - 47 47 53
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 20 38 58 42 33 35 69 31 25 48 73 28
Female 15 35 50 50 31 38 69 31 20 49 69 31
Male 25 40 65 35 35 33 69 31 31 46 76 24
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 3 37 39 61 7 33 40 60 19 35 53 47
White 38 32 70 30 50 38 88 13 34 53 87 13
Multiple Races < < < < < < < < < < < <
Students with Disabilities 7 21 29 71 < < < < 30 26 57 43
Students without Disabilities 22 40 62 38 34 38 72 28 24 53 76 24
Economically Disadvantaged 2 32 34 66 9 41 50 50 12 39 51 49
Not Economically Disadvantaged 36 43 79 21 54 31 85 15 37 56 92 8
English Learners 2 36 38 62 4 39 43 57 10 41 52 48
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 46 56 44 18 35 53 47 21 52 73 27
Female 6 44 50 50 19 31 50 50 20 52 72 28
Male 13 48 60 40 17 40 56 44 23 52 75 25
American Indian < < < <
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic 12 35 46 54 3 35 38 62 10 45 55 45
White 8 61 69 31 35 37 71 29 31 59 90 10
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 6 19 25 75 9 45 55 45
Students without Disabilities 6 47 53 47 20 38 58 42 23 53 76 24
Economically Disadvantaged 7 21 29 71 - 26 26 74 9 45 53 47
Not Economically Disadvantaged 11 61 73 27 36 44 80 20 33 59 92 8
English Learners 5 38 43 57 - 24 24 76 - 43 43 57
Migrant < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 8 51 59 41 8 44 52 48 15 52 67 33
Female 6 56 63 38 12 35 46 54 13 54 67 33
Male 10 46 56 44 4 54 58 42 18 49 67 33
American Indian < < < <
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic 8 35 42 58 - 30 30 70 - 37 37 63
White 8 64 72 28 16 55 71 29 24 65 90 10
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 19 19 81 18 36 55 45
Students without Disabilities 6 52 58 42 10 49 58 42 15 53 69 31
Economically Disadvantaged 7 21 28 72 - 20 20 80 2 39 41 59
Not Economically Disadvantaged 9 70 80 20 16 68 84 16 27 63 90 10
English Learners 5 33 38 62 - 18 18 82 - 30 30 70
Migrant < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 51 59 41 8 44 52 48 15 52 67 33
Female 6 56 63 38 12 35 46 54 13 54 67 33
Male 10 46 56 44 4 54 58 42 18 49 67 33
American Indian < < < <
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic 8 35 42 58 - 30 30 70 - 37 37 63
White 8 64 72 28 16 55 71 29 24 65 90 10
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 19 19 81 18 36 55 45
Students without Disabilities 6 52 58 42 10 49 58 42 15 53 69 31
Economically Disadvantaged 7 21 28 72 - 20 20 80 2 39 41 59
Not Economically Disadvantaged 9 70 80 20 16 68 84 16 27 63 90 10
English Learners 5 33 38 62 - 18 18 82 - 30 30 70
Migrant < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 67 74 26 23 37 60 40 34 39 73 27
Female 4 63 67 33 26 26 52 48 38 35 73 27
Male 9 71 79 21 20 49 68 32 30 43 73 28
American Indian < < < <
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic 7 67 73 27 5 33 38 62 8 38 46 54
White 8 75 83 17 38 35 73 27 46 41 87 13
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 40 40 60 < < < <
Students without Disabilities 4 69 73 27 26 37 63 37 36 39 75 25
Economically Disadvantaged 11 44 56 44 - 26 26 74 11 30 41 59
Not Economically Disadvantaged 5 77 81 19 39 45 84 16 46 44 90 10
Migrant < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 69 73 27 23 37 60 40 33 39 72 28
Female - 65 65 35 26 26 52 48 36 36 72 28
Male 6 73 79 21 20 49 68 32 30 43 73 28
American Indian < < < <
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic - 71 71 29 5 33 38 62 8 38 46 54
White 6 77 83 17 38 35 73 27 46 41 87 13
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 40 40 60 < < < <
Students without Disabilities 4 69 73 27 26 37 63 37 36 39 75 25
Economically Disadvantaged - 50 50 50 - 26 26 74 8 31 38 62
Not Economically Disadvantaged 5 77 81 19 39 45 84 16 46 44 90 10
Migrant < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School714
Division584144
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten454747
Kindergarten89100139
Grade 1104102118
Grade 2105119116
Grade 312296123
Grade 498120101
Grade 510099126
Total Students663683770

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students663683770
Female329328366
Male334355404
American Indian11-
Asian141820
Black435389
Hispanic235232250
White319322348
Multiple Races515662
Students with Disabilities88101118
Students without Disabilities575582652
Economically Disadvantaged306299317
Not Economically Disadvantaged357384453
English Learners178165156
Not English Learners485518614
Migrant321
Homeless11127
Military Connected71418
Foster Care322
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students585415823058451
Female279242791227525
Male306173031830926
American Indian--<<<<
Asian171131144
Black373400433
Hispanic202231941417824
White292122891429914
Multiple Races372451496
Students with Disabilities766809897
Economically Disadvantaged238302512323935
English Learners17915170914019
Homeless104113164
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <

< = 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 Indian--0.20.1
Asian2.92.12.6
Black7.133.36.57.8
Hispanic37.535.434
Native Hawaiian----0.1
White45.966.748.147.1100
Multiple Races6.67.78.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.1
Asian2.92.12.6
Black7.16.57.8
Hispanic37.535.434
Native Hawaiian0.1
White45.948.147.1
Multiple Races6.67.78.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian--0.20.1
Asian2.92.12.6
Black7.16.57.8
Hispanic37.535.434
Native Hawaiian----0.1
White45.948.147.1
Multiple Races6.67.78.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 44.446.344.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 38.54138.4
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 81.881.174.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201741%57%0%2%
2017-201837%59%0%4%
2018-201935%59%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoNo-Yes-
AsianTSTS-TS-
BlackTSTS-Yes-
HispanicNoNo-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoNo-Yes-
English LearnersNoNoYesYes-
Students with DisabilitiesNoYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students61%61%73%75%
Asian<100%87%75%
Black42%45%60%75%
Hispanic31%30%63%75%
White83%82%81%75%
Economically Disadvantaged31%33%62%75%
English Learners27%27%53%75%
Students with Disabilities31%33%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students71%63%74%70%
Asian<94%89%70%
Black68%45%60%70%
Hispanic50%41%64%70%
White87%79%81%70%
Economically Disadvantaged48%39%63%70%
English Learners53%40%57%70%
Students with Disabilities51%44%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students66%
Asian<
Black<
Hispanic35%
White90%
Economically Disadvantaged40%
English Learners37%
Students with Disabilities55%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students70%77%
Asian<<
Black58%68%
Hispanic49%61%
White87%89%
Economically Disadvantaged47%59%
English Learners52%67%
Students with Disabilities51%65%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students8%7%9%10%
Asian22%12%5%10%
Black7%5%9%10%
Hispanic12%10%9%10%
White4%4%9%10%
Economically Disadvantaged13%11%13%10%
English Learners12%8%8%10%
Students with Disabilities7%8%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress61%46%58%
English Learner Proficiency19%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress6610861%
English Learner Proficiency2613519%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian<<<
Black100%100%<
Hispanic100%100%100%
White99%99%100%
Economically Disadvantaged99%99%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male99%99%100%
Migrant<<<

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience
Public Preschool​
School 38%
Division 28%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School 82%
Division 81%
State 81%
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