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Potomac Elementary

General school information

Category: Elementary (KG-06) School
Phone: 540-663-3322
Address: 16495 15th Street Dahlgren, VA 22448
Principal: Mrs. Angela Harris
Superintendent: Dr. Robert B. Benson
School Number: 50
Region: 3
Division: King George County Public Schools
Division Number: 48
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 24 60 84 16 25 59 84 16 22 61 82 18
Female 29 56 85 15 32 53 84 16 25 60 85 15
Male 20 63 83 17 19 65 84 16 18 61 79 21
American Indian < < < < < < < <
Asian < < < < < < 100 0 < < < <
Black 11 60 71 29 9 66 76 24 11 61 72 28
Hispanic 37 50 87 13 36 44 81 19 15 58 73 27
White 28 61 89 11 28 59 87 13 24 61 86 14
Multiple Races 20 63 83 18 26 58 84 16 31 60 91 9
Students with Disabilities 8 39 47 53 3 37 40 60 3 31 33 67
Students without Disabilities 26 62 88 12 28 61 88 12 24 64 87 13
Economically Disadvantaged 11 57 69 31 12 63 74 26 12 58 70 30
Not Economically Disadvantaged 30 61 91 9 33 57 90 10 26 62 87 13
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 31 65 96 4 34 51 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 20 55 76 24 20 58 78 22 17 60 77 23
Female 24 51 76 24 32 40 72 28 19 62 81 19
Male 16 59 76 24 5 80 85 15 15 58 73 27
Asian < < < < < < 100 0 < < 100 0
Black 9 45 55 45 8 54 62 38 31 50 81 19
Hispanic < < < < < < 100 0 < < < <
White 26 60 86 14 21 60 81 19 16 58 75 25
Multiple Races - 60 60 40 8 62 69 31 < < 100 0
Students with Disabilities 18 36 55 45 < < < < - 31 31 69
Students without Disabilities 21 57 78 22 21 61 82 18 19 64 83 17
Economically Disadvantaged 11 46 57 43 9 61 70 30 22 48 70 30
Not Economically Disadvantaged 25 60 86 14 26 57 83 17 15 64 79 21
English Learners < < < < < < 100 0
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 29 64 93 7 17 58 75 25
Foster Care < < 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 64 89 11 35 57 92 8 21 61 82 18
Female 31 61 92 8 41 55 96 4 31 52 83 17
Male 18 67 86 14 29 60 88 12 10 71 80 20
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 13 71 83 17 11 83 94 6 - 69 69 31
Hispanic 20 60 80 20 < < < < < < < <
White 32 62 94 6 37 55 92 8 24 58 82 18
Multiple Races < < < < < < 100 0 27 64 91 9
Students with Disabilities 10 30 40 60 10 40 50 50 < < < <
Students without Disabilities 27 67 94 6 37 59 97 3 23 64 88 12
Economically Disadvantaged 16 61 77 23 21 68 89 11 12 58 69 31
Not Economically Disadvantaged 29 65 94 6 43 51 94 6 25 62 87 13
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 29 50 79 21
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 25 59 85 15 28 53 82 18 29 62 91 9
Female 34 50 84 16 29 53 82 18 33 63 96 4
Male 17 68 85 15 28 54 81 19 24 62 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 67 72 28 13 57 70 30 10 70 80 20
Hispanic < < < < < < < < < < < <
White 25 61 86 14 36 50 86 14 33 64 97 3
Multiple Races 36 55 91 9 20 80 100 0 < < < <
Students with Disabilities - 50 50 50 < < < < - 40 40 60
Students without Disabilities 28 60 89 11 31 54 85 15 32 65 97 3
Economically Disadvantaged 7 59 67 33 6 62 68 32 10 77 87 13
Not Economically Disadvantaged 33 59 92 8 38 50 88 12 37 56 93 7
Military Connected 33 60 93 7 < < 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
All Students 26 60 85 15 18 67 85 15 21 60 81 19
Female 25 61 86 14 25 63 88 13 19 63 83 17
Male 26 58 85 15 12 70 82 18 24 55 78 22
American Indian < < < <
Asian < < 100 0 < < < <
Black 17 57 74 26 5 70 75 25 4 56 60 40
Hispanic < < 100 0 31 54 85 15 < < < <
White 29 59 88 12 16 74 89 11 26 65 91 9
Multiple Races 20 70 90 10 31 46 77 23 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 28 61 89 11 20 70 90 10 22 62 84 16
Economically Disadvantaged 10 66 76 24 10 60 69 31 5 51 57 43
Not Economically Disadvantaged 33 57 90 10 24 71 95 5 29 64 92 8
English Learners < < < < < < < <
Homeless < < < <
Military Connected 21 79 100 0 38 54 92 8
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 25 66 91 9 25 60 85 15 21 64 86 14
Female 28 62 90 10 27 57 84 16 22 66 88 12
Male 22 69 91 9 23 62 85 15 20 63 83 17
American Indian < < < < < < < <
Asian < < < < < < < < < < 100 0
Black 15 70 84 16 14 55 69 31 8 69 77 23
Hispanic 30 60 90 10 24 68 92 8 30 58 88 12
White 28 65 94 6 28 60 88 12 23 63 87 13
Multiple Races 26 67 92 8 28 58 86 14 26 69 94 6
Students with Disabilities 8 49 57 43 3 34 37 63 5 38 44 56
Students without Disabilities 27 68 95 5 27 62 89 11 23 67 90 10
Economically Disadvantaged 8 73 82 18 8 66 74 26 8 67 74 26
Not Economically Disadvantaged 32 63 95 5 34 56 90 10 27 64 90 10
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < < < < < <
Military Connected 35 58 94 6 28 62 89 11
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 70 85 15 11 67 78 22 11 76 87 13
Female 13 70 83 17 16 57 73 27 10 76 86 14
Male 16 70 86 14 5 78 83 17 11 76 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 45 59 41 - 54 54 46 6 81 88 13
Hispanic < < < < < < 100 0 < < < <
White 14 81 95 5 9 71 80 20 11 73 85 15
Multiple Races 10 70 80 20 23 54 77 23 < < 100 0
Students with Disabilities 20 40 60 40 < < < < - 54 54 46
Students without Disabilities 14 74 87 13 12 71 83 17 12 79 91 9
Economically Disadvantaged 6 64 70 30 3 66 69 31 11 74 85 15
Not Economically Disadvantaged 19 73 92 8 16 67 83 17 10 77 87 13
English Learners < < 100 0 < < 100 0
Homeless < < < < < < < <
Military Connected 31 62 92 8 17 58 75 25
Foster Care < < 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 37 59 95 5 37 50 87 13 22 56 79 21
Female 35 58 94 6 39 49 88 12 29 48 77 23
Male 39 59 98 2 35 52 87 13 15 66 80 20
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 20 76 96 4 28 44 72 28 - 54 54 46
Hispanic 40 50 90 10 < < < < < < 100 0
White 43 54 97 3 40 52 92 8 22 56 78 22
Multiple Races < < 100 0 < < < < 18 73 91 9
Students with Disabilities 10 40 50 50 10 30 40 60 < < < <
Students without Disabilities 40 60 100 0 40 53 92 8 25 59 84 16
Economically Disadvantaged 13 74 87 13 16 63 79 21 4 54 58 42
Not Economically Disadvantaged 46 53 99 1 49 43 92 8 30 57 87 13
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 29 64 93 7
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 26 60 87 13 29 52 81 19 23 64 88 12
Female 39 48 86 14 24 60 84 16 25 71 96 4
Male 15 72 87 13 35 43 78 22 22 58 80 20
Asian < < 100 0 < < < < < < 100 0
Black 11 78 89 11 17 57 74 26 15 55 70 30
Hispanic < < < < 10 80 90 10 < < < <
White 27 57 84 16 38 46 83 17 26 67 93 7
Multiple Races 45 45 91 9 20 70 90 10 < < 100 0
Students with Disabilities - 50 50 50 < < < < 10 30 40 60
Students without Disabilities 30 62 91 9 31 55 86 14 25 68 93 7
Economically Disadvantaged 4 70 74 26 6 60 66 34 3 73 77 23
Not Economically Disadvantaged 36 56 92 8 39 49 88 12 32 60 93 7
Military Connected 40 53 93 7 < < 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
All Students 12 83 95 5 21 70 91 9 29 60 89 11
Female 9 91 100 0 31 60 92 8 25 67 92 8
Male 14 78 92 8 12 79 91 9 33 51 84 16
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 15 75 90 10 5 65 70 30 8 80 88 12
Hispanic < < 100 0 23 77 100 0 < < < <
White 13 83 97 3 19 77 96 4 36 54 90 10
Multiple Races < < 100 0 46 46 92 8 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 13 85 98 2 23 71 94 6 30 61 92 8
Economically Disadvantaged 5 91 95 5 7 74 81 19 11 65 76 24
Not Economically Disadvantaged 16 78 95 5 30 68 98 2 38 57 95 5
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected 21 71 93 7 38 54 92 8
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 56 78 22 17 61 78 22 29 59 88 12
Female 27 50 77 23 16 62 78 22 31 63 94 6
Male 17 62 79 21 19 59 78 22 26 56 82 18
Asian < < 100 0 < < < < < < 100 0
Black 17 44 61 39 13 35 48 52 5 70 75 25
Hispanic < < < < - 80 80 20 < < < <
White 22 57 78 22 21 65 86 14 36 56 92 8
Multiple Races 36 55 91 9 20 80 100 0 < < 100 0
Students with Disabilities 10 20 30 70 < < < < 10 20 30 70
Students without Disabilities 23 60 84 16 18 65 82 18 31 64 94 6
Economically Disadvantaged - 56 56 44 3 57 60 40 10 70 80 20
Not Economically Disadvantaged 31 56 88 13 23 62 85 15 37 54 91 9
Military Connected 40 53 93 7 < < 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 56 78 22 17 61 78 22 29 59 88 12
Female 27 50 77 23 16 62 78 22 31 63 94 6
Male 17 62 79 21 19 59 78 22 26 56 82 18
Asian < < 100 0 < < < < < < 100 0
Black 17 44 61 39 13 35 48 52 5 70 75 25
Hispanic < < < < - 80 80 20 < < < <
White 22 57 78 22 21 65 86 14 36 56 92 8
Multiple Races 36 55 91 9 20 80 100 0 < < 100 0
Students with Disabilities 10 20 30 70 < < < < 10 20 30 70
Students without Disabilities 23 60 84 16 18 65 82 18 31 64 94 6
Economically Disadvantaged - 56 56 44 3 57 60 40 10 70 80 20
Not Economically Disadvantaged 31 56 88 13 23 62 85 15 37 54 91 9
Military Connected 40 53 93 7 < < 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 59 39 97 3 66 31 97 3 43 40 83 17
Female 61 34 95 5 71 25 96 4 50 31 81 19
Male 56 44 100 0 62 37 98 2 35 50 85 15
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 42 54 96 4 56 44 100 0 15 54 69 31
Hispanic 60 30 90 10 < < < < < < 100 0
White 67 31 99 1 68 31 98 2 45 38 84 16
Multiple Races < < 100 0 < < < < 27 55 82 18
Students with Disabilities 30 50 80 20 40 40 80 20 < < < <
Students without Disabilities 61 38 99 1 69 30 99 1 48 41 89 11
Economically Disadvantaged 29 61 90 10 55 39 95 5 27 35 62 38
Not Economically Disadvantaged 70 30 100 0 73 26 98 2 50 42 92 8
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 54 38 92 8
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 58 39 97 3 66 31 97 3 43 40 83 17
Female 60 35 95 5 71 25 96 4 50 31 81 19
Male 56 44 100 0 62 37 98 2 35 50 85 15
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 39 57 96 4 56 44 100 0 15 54 69 31
Hispanic 60 30 90 10 < < < < < < 100 0
White 67 31 99 1 68 31 98 2 45 38 84 16
Multiple Races < < 100 0 < < < < 27 55 82 18
Students with Disabilities < < < < 40 40 80 20 < < < <
Students without Disabilities 61 38 99 1 69 30 99 1 48 41 89 11
Economically Disadvantaged 27 63 90 10 55 39 95 5 27 35 62 38
Not Economically Disadvantaged 70 30 100 0 73 26 98 2 50 42 92 8
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 54 38 92 8
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-1-
Division-22
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
Kindergarten849874
Grade 11138194
Grade 28811281
Grade 31138794
Grade 49111284
Grade 59687107
Grade 61109990
Total Students695676624

< = 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 Students695676624
Female362355334
Male333321290
American Indian323
Asian10138
Black1109277
Hispanic545950
Native Hawaiian1--
White448442416
Multiple Races696870
Students with Disabilities668391
Students without Disabilities629593533
Economically Disadvantaged199189134
Not Economically Disadvantaged496487490
English Learners111616
Not English Learners684660608
Homeless8814
Military Connected686053
Foster Care322
< = 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 Students586686347060593
Female298293302932044
Male288393044128549
American Indian<<<<<<
Asian829483
Black11516103810114
Hispanic4025564211
Native Hawaiian<<<<<<
White368384033939354
Multiple Races521061115810
Students with Disabilities4695895512
Economically Disadvantaged163322103815160
English Learners<<13284
Homeless<<<<73
< = 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 17
Other Offenses Against Persons 11
Offenses Against Student <
Technology Offenses <

< = 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 Indian0.30.640.4
Asian1.61.81.4
Black19.663.6173615.850
Hispanic6.57.847.83.8
Native Hawaiian0.20.10.1
White62.118.262.14864.542.3
Multiple Races9.818.210.689.93.8
< = 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 Indian0.30.60.4
Asian1.61.81.4
Black19.61715.8
Hispanic6.57.87.8
Native Hawaiian0.20.10.1
White62.162.164.5
Multiple Races9.810.69.9
< = 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 Indian0.30.60.4
Asian1.61.81.4
Black19.61715.8
Hispanic6.57.87.8
Native Hawaiian0.20.10.1
White62.162.164.5
Multiple Races9.810.69.9
< = 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 34.329.827.1
< = 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 60.653.343.6
< = 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 76.375.168.4
< = 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
2017-201855%41%0%4%
2018-201960%38%0%2%
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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