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Plains Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-896-8956
Address: 225 American Legion Dr Timberville, VA 22853
Principal: Mr. Joseph Kapuchuck
Superintendent: Dr. Oskar Scheikl
School Number: 10
Region: 5
Division: Rockingham County Public Schools
Division Number: 82
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: 2018 through 2020

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 53 74 26 23 52 75 25 12 52 64 36
Female 22 49 72 28 25 55 80 20 13 52 65 35
Male 20 55 75 25 21 50 71 29 11 53 64 36
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic 19 57 76 24 17 53 69 31 17 45 62 38
White 22 53 74 26 25 52 77 23 12 54 67 33
Multiple Races < < < < 10 50 60 40 - 36 36 64
Students with Disabilities 4 32 36 64 7 30 37 63 3 28 31 69
Students without Disabilities 24 56 79 21 26 56 82 18 14 57 70 30
Economically Disadvantaged 13 55 68 32 18 49 67 33 5 52 56 44
Not Economically Disadvantaged 29 50 79 21 28 55 83 17 22 53 75 25
English Learners < < < < - 46 46 54 - 46 46 54
Homeless < < 100 0
Foster Care < < < < < < < <
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 20 47 67 33 17 58 75 25 11 46 56 44
Female 21 52 73 27 28 53 81 19 10 48 58 42
Male 18 42 61 39 8 62 70 30 12 42 54 46
Asian < < 100 0
Black < < < <
Hispanic < < < < 17 56 72 28 < < < <
White 20 50 70 30 19 57 77 23 13 47 60 40
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 33 42 58 < < < < - 20 20 80
Students without Disabilities 22 50 72 28 19 63 82 18 13 51 64 36
Economically Disadvantaged 13 47 60 40 9 59 69 31 3 42 45 55
Not Economically Disadvantaged 25 47 72 28 24 57 81 19 19 50 69 31
English Learners < < < < < < < < < < < <
Homeless < < 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 26 57 83 17 18 50 68 32 13 53 66 34
Female 27 50 77 23 19 55 74 26 21 48 70 30
Male 26 63 89 11 16 46 62 38 6 57 63 37
Hispanic < < < < < < < < 25 44 69 31
White 27 55 82 18 20 51 71 29 10 58 69 31
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 13 31 44 56 < < < <
Students without Disabilities 29 59 88 12 19 56 75 25 15 59 74 26
Economically Disadvantaged 14 69 83 17 16 38 54 46 8 50 58 42
Not Economically Disadvantaged 36 47 83 17 19 65 84 16 20 57 77 23
English Learners < < < < < < < < < < < <
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 17 54 71 29 34 49 82 18 12 58 70 30
Female 18 45 64 36 29 57 86 14 7 60 67 33
Male 17 59 76 24 38 43 80 20 17 56 72 28
American Indian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < < < < < <
White 18 53 71 29 35 48 83 17 13 58 71 29
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 8 50 58 42
Students without Disabilities 19 58 77 23 38 49 87 13 13 59 72 28
Economically Disadvantaged 11 51 63 37 29 51 80 20 3 62 64 36
Not Economically Disadvantaged 25 57 82 18 39 45 85 15 26 52 78 22
English Learners < < < < < < < <
Foster Care < < < < < < < <
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 62 78 22 14 57 71 29 8 60 68 32
Female 13 60 73 27 13 59 73 27 7 63 70 30
Male 19 63 83 17 14 55 69 31 8 57 65 35
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic 24 57 81 19 6 61 67 33 7 62 69 31
White 16 63 79 21 15 57 72 28 8 60 68 32
Multiple Races < < < < 20 30 50 50 9 36 45 55
Students with Disabilities 8 31 38 62 7 30 37 63 7 31 38 62
Students without Disabilities 18 67 85 15 15 62 77 23 8 65 73 27
Economically Disadvantaged 9 61 71 29 8 52 60 40 2 56 57 43
Not Economically Disadvantaged 23 63 86 14 20 62 82 18 16 65 81 19
English Learners < < < < - 46 46 54 - 69 69 31
Homeless < < 100 0
Foster Care < < < < < < < <
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 9 67 76 24 9 65 74 26 11 68 79 21
Female 9 62 71 29 13 66 78 22 6 77 84 16
Male 9 72 81 19 5 65 70 30 15 58 73 27
Asian < < 100 0
Black < < 100 0
Hispanic < < < < - 72 72 28 < < < <
White 9 71 80 20 11 66 77 23 11 71 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities 17 25 42 58 < < < < - 50 50 50
Students without Disabilities 7 76 83 17 10 71 81 19 13 72 85 15
Economically Disadvantaged 7 63 70 30 3 59 63 38 - 65 65 35
Not Economically Disadvantaged 11 69 81 19 14 70 84 16 23 73 96 4
English Learners < < < < < < < < < < < <
Homeless < < 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 23 62 85 15 9 46 54 46 4 56 60 40
Female 20 53 73 27 3 52 55 45 6 61 67 33
Male 25 69 94 6 14 41 54 46 3 51 54 46
Hispanic < < 100 0 < < < < - 69 69 31
White 23 59 82 18 9 45 55 45 4 54 58 42
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 13 31 44 56 < < < <
Students without Disabilities 26 64 90 10 8 50 58 42 5 61 66 34
Economically Disadvantaged 10 70 80 20 5 35 41 59 - 53 53 47
Not Economically Disadvantaged 33 56 89 11 13 58 71 29 10 60 70 30
English Learners < < 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 17 57 75 25 24 60 84 16 9 56 65 35
Female 9 68 77 23 25 61 86 14 10 50 60 40
Male 22 51 73 27 23 60 83 18 8 61 69 31
American Indian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < < < < < <
White 16 57 73 27 26 61 87 13 10 56 65 35
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 17 25 42 58
Students without Disabilities 19 61 81 19 26 62 89 11 7 63 70 30
Economically Disadvantaged 11 51 63 37 14 63 77 23 5 51 56 44
Not Economically Disadvantaged 25 64 89 11 33 58 91 9 15 63 78 22
English Learners < < < < < < < <
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 22 52 75 25 24 59 82 18 14 53 67 33
Female 14 59 73 27 29 50 79 21 3 57 60 40
Male 27 49 76 24 20 65 85 15 22 50 72 28
American Indian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < < < < < <
White 22 55 78 22 26 57 83 17 12 54 65 35
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 8 50 58 42
Students without Disabilities 25 56 81 19 26 61 87 13 15 54 69 31
Economically Disadvantaged 20 46 66 34 11 69 80 20 10 46 56 44
Not Economically Disadvantaged 25 61 86 14 36 48 85 15 19 63 81 19
English Learners < < < < < < < <
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 22 52 75 25 24 59 82 18 14 53 67 33
Female 14 59 73 27 29 50 79 21 3 57 60 40
Male 27 49 76 24 20 65 85 15 22 50 72 28
American Indian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < < < < < <
White 22 55 78 22 26 57 83 17 12 54 65 35
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 8 50 58 42
Students without Disabilities 25 56 81 19 26 61 87 13 15 54 69 31
Economically Disadvantaged 20 46 66 34 11 69 80 20 10 46 56 44
Not Economically Disadvantaged 25 61 86 14 36 48 85 15 19 63 81 19
English Learners < < < < < < < <
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 39 42 81 19 36 45 81 19 33 39 72 28
Female 32 45 77 23 36 39 75 25 29 40 68 32
Male 43 40 83 18 36 49 85 15 38 38 75 25
American Indian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < < < < < < < 39 43 83 17
White 35 48 83 17 39 44 83 17 32 37 70 30
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 11 37 47 53
Students without Disabilities 43 43 86 14 38 45 83 17 37 39 76 24
Economically Disadvantaged 29 46 74 26 21 56 76 24 27 40 67 33
Not Economically Disadvantaged 52 37 89 11 52 33 85 15 42 37 79 21
English Learners < < < < < < < <
Foster Care < < 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 39 42 81 19 36 45 81 19 33 39 72 28
Female 32 45 77 23 36 39 75 25 29 40 68 32
Male 43 40 83 18 36 49 85 15 37 38 75 25
American Indian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < < < < < < < 39 43 83 17
White 35 48 83 17 39 44 83 17 32 38 69 31
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 6 39 44 56
Students without Disabilities 43 43 86 14 38 45 83 17 37 39 76 24
Economically Disadvantaged 29 46 74 26 21 56 76 24 26 41 66 34
Not Economically Disadvantaged 52 37 89 11 52 33 85 15 42 37 79 21
English Learners < < < < < < < <
Foster Care < < 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---
Division171429
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-kindergarten434339
Kindergarten577866
Grade 1675672
Grade 2647052
Grade 3675868
Grade 4686861
Grade 5686772
Total Students434440430

< = 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 Students434440430
Female210222215
Male224218215
American Indian554
Asian223
Black554
Hispanic716672
White333339329
Multiple Races182318
Students with Disabilities594941
Students without Disabilities375391389
Economically Disadvantaged212240220
Not Economically Disadvantaged222200210
English Learners303843
Not English Learners404402387
Foster Care541
< = 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 Students395193771737517
Female1871018361879
Male2089194111888
American Indian<<<<<<
Asian<<<<<<
Black<<<<<<
Hispanic572600562
White311162911629013
Multiple Races151161172
Students with Disabilities495444403
Economically Disadvantaged198121751520416
English Learners261310351
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 19
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 Indian1.11.21.1
Asian0.40.50.5
Black1.81.21.1
Hispanic12.610016.41512.5
Native Hawaiian------
White80.276.71007762.5
Multiple Races44.15.225
< = 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 Indian1.11.21.1
Asian0.40.50.5
Black1.81.21.1
Hispanic12.616.415
Native Hawaiian
White80.276.777
Multiple Races44.15.2
< = 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 Indian1.11.21.1
Asian0.40.50.5
Black1.81.21.1
Hispanic12.616.415
Native Hawaiian------
White80.276.777
Multiple Races44.15.2
< = 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 48.452.451.9
< = 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 37.543.948.2
< = 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 83.679.675.2
< = 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
2017-201853%47%0%0%
2018-201953%47%0%0%
2019-202056%44%0%0%
< = 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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