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Pioneer Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-925-5782
Address: 150 Pioneer Rd Suffolk, VA 23437
Principal: Mrs. Lori S Mounie
Superintendent: Dr. John Gordon III
School Number: 47
Region: 2
Division: Suffolk City Public Schools
Division Number: 127
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 21 59 80 20 17 60 76 24 20 53 73 27
Female 21 59 80 20 20 59 79 21 24 54 78 22
Male 21 60 81 19 13 61 74 26 16 53 69 31
American Indian < < 100 0 < < < < < < < <
Black 13 56 68 32 12 52 64 36 13 50 63 37
Hispanic < < 100 0 27 73 100 0 33 50 83 17
White 24 61 85 15 19 62 81 19 22 57 78 22
Multiple Races 13 75 88 13 9 70 78 22 23 42 65 35
Students with Disabilities 6 41 47 53 10 20 30 70 12 12 24 76
Students without Disabilities 23 62 85 15 17 66 83 17 21 59 80 20
Economically Disadvantaged 13 63 76 24 11 57 68 32 17 48 65 35
Not Economically Disadvantaged 28 57 85 15 22 63 84 16 22 58 79 21
Homeless < < < < < < < <
Military Connected < < < < 15 69 85 15
Foster Care < < 100 0
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 15 55 70 30 19 54 72 28 18 52 70 30
Female 8 61 69 31 27 56 83 17 25 53 77 23
Male 22 49 71 29 13 52 64 36 11 51 62 38
Black 13 42 55 45 13 43 57 43 10 43 52 48
Hispanic < < 100 0 < < 100 0 < < < <
White 17 60 77 23 20 61 80 20 18 61 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 7 7 14 86
Students without Disabilities 15 59 74 26 19 58 77 23 20 59 79 21
Economically Disadvantaged 7 57 65 35 9 49 58 42 18 42 61 39
Not Economically Disadvantaged 24 52 76 24 26 57 83 17 18 58 76 24
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 57 81 19 16 59 75 25 20 55 75 25
Female 27 52 79 21 15 62 76 24 26 57 83 17
Male 23 60 83 17 18 56 75 25 16 53 69 31
American Indian < < 100 0 < < 100 0
Black 15 56 70 30 13 58 70 30 13 54 67 33
Hispanic < < 100 0 < < 100 0 < < 100 0
White 27 56 83 17 20 56 76 24 22 53 75 25
Multiple Races < < 100 0 < < < < 20 60 80 20
Students with Disabilities 6 41 47 53 23 - 23 77 8 25 33 67
Students without Disabilities 28 59 88 13 15 67 82 18 21 59 80 20
Economically Disadvantaged 17 61 78 22 14 56 69 31 19 43 62 38
Not Economically Disadvantaged 32 53 85 15 20 63 82 18 20 63 83 17
Military Connected < < < < < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 68 91 9 15 66 81 19 21 53 74 26
Female 31 64 95 5 22 57 78 22 21 53 74 26
Male 16 71 88 12 10 72 83 17 21 53 74 26
American Indian < < 100 0 < < 100 0 < < < <
Black 10 73 83 17 11 50 61 39 15 51 66 34
Hispanic < < 100 0 < < 100 0 < < 100 0
White 27 69 96 4 18 68 86 14 26 56 81 19
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 70 70 30 - 39 39 61 19 6 25 75
Students without Disabilities 26 68 94 6 18 71 88 12 21 61 82 18
Economically Disadvantaged 17 72 89 11 9 64 74 26 15 54 69 31
Not Economically Disadvantaged 27 65 92 8 19 67 87 13 28 52 80 20
Homeless < < < <
Military Connected < < < <
Foster Care < < 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 21 64 85 15 23 60 83 17 22 65 87 13
Female 21 62 82 18 22 64 86 14 22 66 88 13
Male 21 65 87 13 23 57 79 21 22 65 87 13
American Indian < < < < < < < < < < 100 0
Black 15 67 82 18 13 63 76 24 13 64 77 23
Hispanic < < < < 18 82 100 0 17 67 83 17
White 24 62 87 13 29 56 85 15 26 65 92 8
Multiple Races 13 69 81 19 9 74 83 17 24 72 96 4
Students with Disabilities 9 38 47 53 15 24 39 61 7 45 52 48
Students without Disabilities 22 67 90 10 24 65 89 11 24 68 92 8
Economically Disadvantaged 15 64 78 22 12 63 75 25 16 67 83 17
Not Economically Disadvantaged 27 64 90 10 32 57 90 10 27 64 91 9
Homeless < < < < < < < <
Military Connected < < < < 15 77 92 8
Foster Care < < 100 0
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 14 64 78 22 18 59 77 23 21 66 87 13
Female 14 59 73 27 24 59 83 17 21 66 87 13
Male 14 69 82 18 13 60 73 27 21 66 87 13
Black 11 63 74 26 9 52 61 39 19 48 67 33
Hispanic < < < < < < 100 0 < < < <
White 17 65 83 17 23 60 83 17 24 69 93 7
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < - 50 50 50
Students without Disabilities 14 68 82 18 18 63 82 18 24 69 93 7
Economically Disadvantaged 9 61 70 30 5 60 64 36 16 68 84 16
Not Economically Disadvantaged 20 67 87 13 28 59 87 13 24 65 89 11
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 61 81 19 27 57 85 15 19 69 88 12
Female 17 65 81 19 20 67 87 13 29 64 93 7
Male 22 58 80 20 35 47 82 18 13 72 84 16
American Indian < < < < < < 100 0
Black 7 70 78 22 15 65 80 20 8 71 79 21
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 60 82 18 39 46 85 15 21 69 90 10
Multiple Races < < < < < < 100 0 30 60 90 10
Students with Disabilities 6 29 35 65 23 15 38 62 8 42 50 50
Students without Disabilities 22 67 89 11 28 63 91 9 20 72 93 7
Economically Disadvantaged 15 59 74 26 15 64 80 20 17 64 81 19
Not Economically Disadvantaged 24 63 86 14 41 49 90 10 20 72 92 8
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 31 67 98 2 22 63 85 15 25 62 87 13
Female 33 62 95 5 24 65 88 12 18 67 84 16
Male 29 71 100 0 21 61 83 17 33 57 90 10
Black 27 70 97 3 14 69 83 17 12 67 80 20
Hispanic < < 100 0 < < 100 0 < < < <
White 35 63 98 2 27 61 87 13 37 56 93 7
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 10 70 80 20 11 32 42 58 13 44 56 44
Students without Disabilities 33 67 100 0 25 69 93 7 27 65 92 8
Economically Disadvantaged 22 75 97 3 13 64 77 23 15 69 84 16
Not Economically Disadvantaged 37 62 98 2 29 62 91 9 37 54 91 9
Homeless < < < <
Military Connected < < < <
Foster Care < < 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 28 68 97 3 29 63 92 8 29 55 83 17
Female 23 72 95 5 27 65 92 8 23 60 82 18
Male 33 65 98 2 29 62 91 9 34 50 84 16
Black 13 80 93 7 14 75 89 11 16 55 71 29
Hispanic < < 100 0 < < 100 0 < < 100 0
White 39 59 98 2 36 55 91 9 39 52 91 9
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 20 60 80 20 6 56 61 39 13 44 56 44
Students without Disabilities 29 69 99 1 33 64 97 3 31 57 88 12
Economically Disadvantaged 22 69 92 8 17 70 87 13 20 59 79 21
Not Economically Disadvantaged 33 67 100 0 38 58 95 5 39 50 89 11
Homeless < < < <
Military Connected < < 100 0
Foster Care < < 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 28 68 97 3 29 63 92 8 29 55 83 17
Female 23 72 95 5 27 65 92 8 23 60 82 18
Male 33 65 98 2 29 62 91 9 34 50 84 16
Black 13 80 93 7 14 75 89 11 16 55 71 29
Hispanic < < 100 0 < < 100 0 < < 100 0
White 39 59 98 2 36 55 91 9 39 52 91 9
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 20 60 80 20 6 56 61 39 13 44 56 44
Students without Disabilities 29 69 99 1 33 64 97 3 31 57 88 12
Economically Disadvantaged 22 69 92 8 17 70 87 13 20 59 79 21
Not Economically Disadvantaged 33 67 100 0 38 58 95 5 39 50 89 11
Homeless < < < <
Military Connected < < 100 0
Foster Care < < 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 45 44 88 12 45 35 80 20 39 50 90 10
Female 34 49 83 17 37 41 78 22 52 38 90 10
Male 52 40 92 8 53 29 82 18 30 59 89 11
American Indian < < 100 0 < < 100 0
Black 42 38 81 19 40 33 73 28 30 52 83 17
Hispanic < < 100 0 < < 100 0 < < 100 0
White 45 44 90 10 45 38 83 17 41 49 90 10
Multiple Races < < 100 0 < < < < 30 70 100 0
Students with Disabilities 29 41 71 29 8 38 46 54 17 42 58 42
Students without Disabilities 47 44 92 8 50 34 84 16 42 52 94 6
Economically Disadvantaged 40 42 81 19 37 34 71 29 22 61 83 17
Not Economically Disadvantaged 49 46 95 5 54 36 90 10 50 44 94 6
Military Connected < < < < < < 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 45 44 88 12 45 34 79 21 38 51 89 11
Female 34 49 83 17 38 40 77 23 51 39 90 10
Male 52 40 92 8 53 28 81 19 30 59 89 11
American Indian < < 100 0 < < 100 0
Black 42 38 81 19 39 32 71 29 27 55 82 18
Hispanic < < 100 0 < < 100 0 < < 100 0
White 45 44 90 10 46 37 82 18 41 49 90 10
Multiple Races < < 100 0 < < < < 30 70 100 0
Students with Disabilities 29 41 71 29 - 30 30 70 9 45 55 45
Students without Disabilities 47 44 92 8 50 34 84 16 42 52 94 6
Economically Disadvantaged 40 42 81 19 38 32 70 30 20 63 83 18
Not Economically Disadvantaged 49 46 95 5 54 36 90 10 50 44 94 6
Military Connected < < < < < < 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
School---
Division132
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-kindergarten363621
Kindergarten878981
Grade 1899677
Grade 2889289
Grade 310210197
Grade 410810493
Grade 5117112100
Total Students627630558

< = 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 Students627630558
Female305316282
Male322314276
American Indian321
Asian233
Black174169158
Hispanic262423
Native Hawaiian11-
White376387341
Multiple Races454432
Students with Disabilities534941
Students without Disabilities574581517
Economically Disadvantaged307291283
Not Economically Disadvantaged320339275
Not English Learners627630558
Homeless282
Military Connected353542
Foster Care1-1
< = 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 Students483805326952079
Female220402533525338
Male263402793426741
American Indian<<<<<<
Asian<<<<<<
Black140191461614020
Hispanic221204221
Native Hawaiian<<--<<
White294513294531751
Multiple Races237342376
Students with Disabilities41115011469
Economically Disadvantaged214482364521957
Homeless--<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 29
Other Offenses Against Persons <
Weapons Offenses <
Offenses Against Staff <

< = 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 Indian0.70.50.5
Asian0.30.20.3
Black28.246.227.171.427.857.1
Hispanic4.34.54.14.8
Native Hawaiian0.2--0.2
White61.538.561.528.66028.6
Multiple Races4.915.46.37.29.5
< = 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 Indian0.70.50.5
Asian0.30.20.3
Black28.227.127.8100
Hispanic4.34.54.1
Native Hawaiian0.20.2
White61.561.560
Multiple Races4.96.37.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.70.50.5
Asian0.30.20.3
Black28.227.127.8
Hispanic4.34.54.1
Native Hawaiian0.2--0.2
White61.561.560
Multiple Races4.96.37.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 46.545.146
< = 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 62.566.161.4
< = 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 75.669.170.9
< = 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.

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
2017-201833%60%2%5%
2018-201935%60%0%5%
2019-202033%60%2%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

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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