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Rappahannock County Elementary

General school information

Category: Elementary (PK-07) School
Phone: 540-227-0200
Address: 34 Schoolhouse Road Washington, VA 22747
Principal: Mrs. Lisa Gates
Superintendent: Dr. Shannon Grimsley
School Number: 240
Region: 4
Division: Rappahannock County Public Schools
Division Number: 78
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: 2020 through 2022

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 16 64 80 20 15 64 79 21 17 56 74 26
Female 16 66 81 19 17 61 79 21 16 60 76 24
Male 16 63 79 21 14 65 79 21 18 53 72 28
Black < < < < < < < < < < < <
Hispanic - 63 63 37 5 47 53 47 6 69 75 25
White 18 64 82 18 18 66 84 16 19 58 77 23
Multiple Races - 67 67 33 - 60 60 40 6 39 44 56
Students with Disabilities 16 19 34 66 13 43 57 43 8 32 41 59
Students without Disabilities 16 69 85 15 16 66 82 18 18 60 78 22
Economically Disadvantaged 6 61 67 33 4 63 67 33 6 57 64 36
Not Economically Disadvantaged 21 65 87 13 21 64 85 15 25 56 81 19
English Learners - 54 54 46 - 30 30 70 - 73 73 27
Homeless < < < <
Military Connected < < < < < < < <
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 16 63 79 21 11 49 60 40 13 48 61 39
Female 13 65 77 23 16 45 61 39 13 47 59 41
Male 19 63 81 19 4 54 58 42 13 50 63 37
Black < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 17 62 78 22 12 53 65 35 15 49 64 36
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < 9 45 55 45
Students without Disabilities 14 69 83 17 12 50 62 38 14 49 63 37
Economically Disadvantaged 11 47 58 42 - 53 53 47 6 52 58 42
Not Economically Disadvantaged 18 70 89 11 16 47 63 37 19 45 65 35
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 67 83 17 21 59 80 20 18 60 78 22
Female 30 61 91 9 15 70 85 15 15 62 76 24
Male 8 70 78 22 26 50 76 24 24 57 81 19
Black < < < < < < < <
Hispanic < < < < < < < <
White 21 67 88 13 23 60 82 18 21 64 85 15
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 18 68 86 14 20 62 82 18 21 67 88 13
Economically Disadvantaged 4 58 63 38 - 56 56 44 9 74 83 17
Not Economically Disadvantaged 25 72 97 3 29 60 89 11 25 50 75 25
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < < < < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 23 65 88 12 30 46 75 25
Female 13 63 75 25 35 57 91 9 11 67 78 22
Male 18 58 76 24 16 70 86 14 44 29 74 26
Black < < 100 0 < < < <
White 17 62 79 21 27 65 92 8 29 48 78 22
Multiple Races < < < < < < < < < < < <
Students with Disabilities 20 20 40 60 < < < < < < < <
Students without Disabilities 15 66 81 19 25 64 89 11 29 51 80 20
Economically Disadvantaged 5 59 64 36 9 65 74 26 16 32 47 53
Not Economically Disadvantaged 21 60 81 19 32 65 97 3 36 52 88 12
Homeless < < 100 0
Military Connected < < < < < < < <
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 22 56 78 22 9 73 82 18 16 67 84 16
Female 22 61 83 17 8 79 88 13 29 58 88 13
Male 23 52 74 26 10 69 79 21 8 73 81 19
Hispanic < < < < < < < < < < 100 0
White 26 54 80 20 11 76 87 13 18 63 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 26 61 87 13 9 78 86 14 18 70 88 13
Economically Disadvantaged 5 68 74 26 - 70 70 30 3 67 70 30
Not Economically Disadvantaged 31 49 80 20 13 74 87 13 29 68 97 3
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0
Military Connected < < < <
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
All Students 11 73 84 16 13 72 85 15 9 61 70 30
Female 6 76 82 18 14 59 73 27 13 70 83 17
Male 15 70 85 15 13 81 94 6 7 56 63 37
Black < < < < < < < < < < 100 0
Hispanic < < < < < < < < < < < <
White 13 74 87 13 16 77 93 7 11 65 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 10 78 88 12 13 76 89 11 11 63 73 27
Economically Disadvantaged 4 72 76 24 13 69 81 19 - 58 58 42
Not Economically Disadvantaged 15 73 88 13 14 73 86 14 16 63 79 21
English Learners < < < < < < < < < < < <
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 19 66 85 15 23 62 85 15 17 71 87 13
Female 16 68 84 16 20 66 87 13 17 74 91 9
Male 21 65 86 14 25 59 84 16 16 67 83 17
Black < < < < < < < < < < < <
Hispanic 12 53 65 35 5 42 47 53 - 88 88 13
White 20 67 87 13 26 63 89 11 19 71 89 11
Multiple Races - 81 81 19 5 70 75 25 6 61 67 33
Students with Disabilities 15 42 58 42 13 43 57 43 14 46 59 41
Students without Disabilities 19 69 88 12 24 64 88 12 17 74 91 9
Economically Disadvantaged 7 67 74 26 12 66 78 22 10 72 82 18
Not Economically Disadvantaged 25 66 91 9 28 60 88 12 21 69 91 9
English Learners 18 45 64 36 - 40 40 60 - 87 87 13
Homeless < < 100 0
Military Connected < < 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 22 59 81 19 23 58 81 19 16 68 84 16
Female 13 57 70 30 26 52 77 23 19 63 81 19
Male 30 61 91 9 19 65 85 15 13 73 87 13
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 23 57 80 20 27 59 86 14 18 69 87 13
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 18 36 55 45
Students without Disabilities 21 61 82 18 25 60 85 15 16 75 90 10
Economically Disadvantaged 6 61 67 33 16 68 84 16 6 74 81 19
Not Economically Disadvantaged 29 58 87 13 26 53 79 21 26 61 87 13
English Learners < < < < < < 100 0
Military Connected < < 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 38 57 95 5 31 61 92 8 35 60 95 5
Female 48 48 96 4 22 74 96 4 32 65 97 3
Male 32 62 95 5 38 50 88 12 38 52 90 10
Black < < < < < < 100 0
Hispanic < < 100 0 < < 100 0
White 44 50 94 6 33 61 95 5 40 53 94 6
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 39 60 98 2 31 62 93 7 40 60 100 0
Economically Disadvantaged 17 71 88 13 13 69 81 19 22 78 100 0
Not Economically Disadvantaged 53 47 100 0 38 58 96 4 44 47 91 9
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 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 12 62 74 26 25 63 88 12 20 72 92 8
Female 4 71 75 25 26 65 91 9 15 78 93 7
Male 16 57 73 27 24 62 86 14 24 67 91 9
Black < < < < < < < <
White 12 63 75 25 27 63 90 10 21 74 95 5
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 10 40 50 50 < < < < < < < <
Students without Disabilities 12 66 78 22 25 68 93 7 20 72 93 7
Economically Disadvantaged 9 41 50 50 9 70 78 22 21 58 79 21
Not Economically Disadvantaged 13 72 85 15 35 59 95 5 20 78 98 2
Homeless < < 100 0
Military Connected < < 100 0 < < 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 5 89 95 5 22 71 92 8 5 87 92 8
Female - 91 91 9 17 83 100 0 8 88 96 4
Male 9 88 97 3 24 63 88 12 3 87 89 11
Hispanic < < < < < < < < < < 100 0
White 6 91 98 2 26 69 94 6 4 86 90 10
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 6 91 98 2 23 72 95 5 5 91 96 4
Economically Disadvantaged - 95 95 5 15 70 85 15 - 87 87 13
Not Economically Disadvantaged 8 86 94 6 24 71 96 4 9 88 97 3
English Learners < < < < < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0
Grade 7 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 66 83 17 13 56 69 31 10 65 75 25
Female 15 73 88 12 9 59 68 32 4 87 91 9
Male 18 61 79 21 16 53 69 31 13 53 65 35
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 18 72 90 10 16 64 80 20 11 70 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 17 69 86 14 15 57 72 28 7 69 76 24
Economically Disadvantaged 4 68 72 28 6 50 56 44 8 58 65 35
Not Economically Disadvantaged 24 65 89 11 16 58 74 26 11 70 81 19
English Learners < < < < < < < < < < < <
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 59 87 13 30 63 93 7 34 54 89 11
Female 21 67 88 13 43 52 96 4 22 67 89 11
Male 31 56 87 13 22 70 92 8 44 44 88 12
Black < < < < < < < <
White 31 59 90 10 35 56 92 8 36 55 91 9
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 10 70 80 20 < < < < < < < <
Students without Disabilities 31 58 88 12 30 64 95 5 36 53 89 11
Economically Disadvantaged 18 59 77 23 13 74 87 13 26 47 74 26
Not Economically Disadvantaged 32 60 91 9 41 57 97 3 38 57 95 5
Homeless < < < <
Military Connected < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 59 87 13 30 63 93 7 34 54 89 11
Female 21 67 88 13 43 52 96 4 22 67 89 11
Male 31 56 87 13 22 70 92 8 44 44 88 12
Black < < < < < < < <
White 31 59 90 10 35 56 92 8 36 55 91 9
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 10 70 80 20 < < < < < < < <
Students without Disabilities 31 58 88 12 30 64 95 5 36 53 89 11
Economically Disadvantaged 18 59 77 23 13 74 87 13 26 47 74 26
Not Economically Disadvantaged 32 60 91 9 41 57 97 3 38 57 95 5
Homeless < < < <
Military Connected < < < < < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 58 91 9 24 66 90 10 25 58 83 17
Female 25 62 87 13 13 70 83 17 21 60 81 19
Male 38 56 93 7 32 63 95 5 28 57 85 15
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 35 56 92 8 27 63 90 10 27 59 86 14
Multiple Races - 80 80 20 < < < < < < < <
Students with Disabilities < < < < 15 62 77 23 - 47 47 53
Students without Disabilities 33 61 94 6 25 67 92 8 29 60 89 11
Economically Disadvantaged 14 67 81 19 6 78 84 16 18 64 82 18
Not Economically Disadvantaged 42 54 95 5 31 61 93 8 29 55 84 16
English Learners < < 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 73 89 11 6 86 92 8 13 70 84 16
Female 12 73 85 15 - 85 85 15 9 74 83 17
Male 19 73 92 8 10 87 97 3 16 68 84 16
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 17 73 90 10 7 86 93 7 15 74 89 11
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 17 76 92 8 7 86 93 7 15 73 87 13
Economically Disadvantaged 4 74 78 22 - 94 94 6 8 71 79 21
Not Economically Disadvantaged 21 72 94 6 9 83 91 9 16 70 86 14
English Learners < < 100 0 < < < <
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 52 41 93 7 37 51 88 12 40 42 82 18
Female 45 45 91 9 22 59 81 19 30 50 80 20
Male 56 38 94 6 50 44 94 6 55 30 85 15
Black < < 100 0 < < < <
Hispanic < < 100 0
White 57 37 94 6 40 47 87 13 43 40 83 17
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 54 42 96 4 40 51 91 9 47 44 91 9
Economically Disadvantaged 25 60 85 15 13 63 75 25 32 53 84 16
Not Economically Disadvantaged 67 31 97 3 47 47 93 7 45 35 81 19
English Learners < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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--1
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-kindergarten212231
Kindergarten455155
Grade 1455152
Grade 2694950
Grade 3596245
Grade 4576458
Grade 5615561
Grade 6626150
Grade 7616560
Total Students480480462

< = 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 Students480480462
Female211228234
Male269252228
Black1173
Hispanic343637
White397398387
Multiple Races383834
Students with Disabilities575953
Students without Disabilities423421409
Economically Disadvantaged202197169
Not Economically Disadvantaged278283293
English Learners283232
Not English Learners452448430
Homeless364
Military Connected694
Foster Care33-
< = 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 Students3421534026140452
Female146691683517425
Male196842342623027
Black92110101
Hispanic224204313
White2881363414933737
Multiple Races23113082611
Students with Disabilities32234384111
Economically Disadvantaged114681444117240
English Learners132140282
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 10
All Other Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian------
Asian------
Black22.2502.3
Hispanic5.3255.17.1
Native Hawaiian------
White86.17584.15082.725
Multiple Races6.78.57.975
< = 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 Indian
Asian
Black22.22.3
Hispanic5.35.17.1
Native Hawaiian
White86.184.182.7
Multiple Races6.78.57.9
< = 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 Indian------
Asian------
Black22.22.3
Hispanic5.35.17.1
Native Hawaiian------
White86.184.182.7
Multiple Races6.78.57.9
< = 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 39.643.342.1
< = 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 69.558.353.2
< = 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 76.269.969.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201842%58%0%0%
2018-201951%44%0%5%
2019-202052%43%0%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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