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Riverside Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-799-6000
Address: 8410 Old Mount Vernon Rd Alexandria, VA 22309
Principal: Mr. Paul Basdekis
Superintendent: Dr. Scott S. Brabrand
School Number: 1820
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 48 71 29 16 52 68 32 14 51 65 35
Female 25 47 72 28 17 54 70 30 16 51 67 33
Male 21 48 69 31 15 51 67 33 13 50 63 37
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 47 47 94 6 35 53 88 12 30 55 85 15
Black 15 50 65 35 13 54 67 33 15 52 67 33
Hispanic 16 47 63 37 9 49 57 43 6 43 49 51
Native Hawaiian < < 100 0 < < < <
White 46 48 94 6 36 56 93 7 29 65 94 6
Multiple Races 47 41 88 12 25 63 88 13 24 65 88 12
Students with Disabilities 10 31 40 60 5 41 46 54 2 31 33 67
Students without Disabilities 25 50 75 25 17 54 71 29 16 53 68 32
Economically Disadvantaged 16 46 62 38 10 47 57 43 8 46 53 47
Not Economically Disadvantaged 37 52 88 12 28 64 92 8 28 60 88 12
English Learners 16 47 62 38 1 27 28 72 1 30 30 70
Homeless < < < < 10 50 60 40 < < < <
Military Connected 46 54 100 0 38 56 94 6
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 24 48 72 28 12 56 69 31 10 38 48 52
Female 27 48 75 25 12 58 70 30 12 36 48 52
Male 21 48 70 30 12 55 67 33 8 40 47 53
American Indian < < 100 0 < < 100 0
Asian < < 100 0 25 50 75 25 < < < <
Black 18 44 62 38 16 51 68 32 8 27 35 65
Hispanic 20 50 70 30 2 50 52 48 5 29 34 66
Native Hawaiian < < 100 0 < < < <
White 23 62 85 15 18 77 95 5 33 52 86 14
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 8 46 54 46 8 54 62 38 < < < <
Students without Disabilities 26 48 75 25 13 57 69 31 11 41 51 49
Economically Disadvantaged 23 43 65 35 5 48 53 47 3 32 35 65
Not Economically Disadvantaged 27 59 86 14 22 69 90 10 29 55 84 16
English Learners 27 42 70 30 2 41 43 57 - 26 26 74
Homeless < < < < < < < < < < < <
Military Connected 31 69 100 0 29 50 79 21
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 19 48 67 33 13 44 57 43 15 58 72 28
Female 26 45 72 28 14 47 61 39 18 56 74 26
Male 11 51 62 38 13 41 54 46 12 59 71 29
American Indian < < 100 0
Asian < < < < < < < < 38 31 69 31
Black 9 56 66 34 9 50 59 41 19 63 81 19
Hispanic 15 42 56 44 10 34 44 56 4 49 53 47
Native Hawaiian < < 100 0
White 50 50 100 0 45 45 91 9 24 76 100 0
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 33 33 67 - 42 42 58 - 58 58 42
Students without Disabilities 22 50 72 28 15 44 59 41 16 58 74 26
Economically Disadvantaged 18 45 63 37 10 35 45 55 8 54 63 38
Not Economically Disadvantaged 21 58 79 21 22 66 88 13 24 63 86 14
English Learners 14 46 60 40 2 16 18 82 2 39 41 59
Homeless < < < < < < < < < < < <
Military Connected 55 45 100 0 40 60 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 55 77 23 20 50 70 30 12 49 61 39
Female 22 61 83 17 21 46 67 33 14 57 71 29
Male 22 51 72 28 18 57 75 25 11 42 53 47
Asian 50 50 100 0 < < 100 0 < < 100 0
Black 14 56 69 31 17 57 73 27 9 47 56 44
Hispanic 17 58 75 25 8 52 60 40 5 45 50 50
White < < < < 50 43 93 7 42 50 92 8
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 13 31 44 56 - 33 33 67 5 16 21 79
Students without Disabilities 23 59 82 18 22 53 75 25 13 55 68 32
Economically Disadvantaged 13 54 67 33 13 51 64 36 5 40 45 55
Not Economically Disadvantaged 37 56 93 7 42 50 92 8 25 65 90 10
English Learners 16 55 71 29 - 16 16 84 - 20 20 80
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 33 67 100 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 27 38 65 35 19 58 76 24 21 59 81 19
Female 24 36 60 40 20 65 85 15 22 59 81 19
Male 31 40 71 29 18 53 71 29 20 59 80 20
Asian < < < < 40 60 100 0 < < 100 0
Black 20 40 60 40 10 59 68 32 20 65 85 15
Hispanic 12 37 49 51 15 60 75 25 14 52 66 34
White 67 33 100 0 < < < < 20 80 100 0
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 18 9 27 73 11 37 47 53 < < < <
Students without Disabilities 29 42 70 30 20 62 82 18 23 59 82 18
Economically Disadvantaged 10 40 50 50 12 54 66 34 14 61 75 25
Not Economically Disadvantaged 57 34 91 9 32 66 98 2 38 56 94 6
English Learners 4 43 47 53 - 32 32 68 - 40 40 60
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 55 45 100 0
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 18 59 76 24 15 57 72 28 15 60 75 25
Female 22 53 74 26 12 61 73 27 17 57 74 26
Male 14 64 78 22 17 55 72 28 14 63 76 24
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 52 45 97 3 46 46 91 9 36 52 88 12
Black 12 63 75 25 9 68 77 23 10 66 76 24
Hispanic 8 62 70 30 8 52 60 40 8 57 65 35
Native Hawaiian < < 100 0 < < < <
White 45 45 89 11 25 62 87 13 32 64 96 4
Multiple Races 44 44 88 13 56 38 94 6 41 47 88 12
Students with Disabilities 4 40 44 56 9 29 38 63 4 40 44 56
Students without Disabilities 20 61 81 19 16 61 77 23 17 62 79 21
Economically Disadvantaged 9 60 69 31 6 58 64 36 9 59 68 32
Not Economically Disadvantaged 37 55 92 8 33 56 89 11 28 61 90 10
English Learners 8 60 68 32 1 41 41 59 1 49 50 50
Homeless < < < < - 50 50 50 < < < <
Military Connected 46 46 93 7 46 50 96 4
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 17 43 60 40 7 64 71 29 15 52 67 33
Female 27 27 55 45 2 76 78 22 12 54 65 35
Male 7 58 65 35 12 54 66 34 19 50 69 31
American Indian < < 100 0 < < 100 0
Asian < < < < 15 62 77 23 < < < <
Black 9 53 62 38 8 62 70 30 15 42 58 42
Hispanic 9 41 50 50 4 56 60 40 8 52 60 40
Native Hawaiian < < 100 0 < < < <
White 50 33 83 17 9 77 86 14 29 62 90 10
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 46 46 54 8 31 38 62 < < < <
Students without Disabilities 20 42 62 38 7 68 75 25 16 55 71 29
Economically Disadvantaged 5 43 48 52 1 59 61 39 10 46 56 44
Not Economically Disadvantaged 43 43 86 14 16 71 86 14 28 69 97 3
English Learners 2 45 46 54 - 54 54 46 2 46 48 52
Homeless < < 100 0 < < < < < < < <
Military Connected 19 69 88 13 36 57 93 7
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 21 55 76 24 21 42 63 37 24 55 79 21
Female 23 50 73 27 16 43 59 41 33 46 79 21
Male 19 60 79 21 25 41 67 33 15 64 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0 38 38 77 23
Black 22 53 75 25 16 63 78 22 16 59 75 25
Hispanic 9 60 68 32 10 36 46 54 8 63 71 29
Native Hawaiian < < 100 0
White 42 50 92 8 45 36 82 18 48 52 100 0
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 25 25 75 8 25 33 67 8 50 58 42
Students without Disabilities 24 59 83 17 23 44 67 33 25 56 81 19
Economically Disadvantaged 13 57 71 29 7 48 55 45 11 63 74 26
Not Economically Disadvantaged 46 46 92 8 56 28 84 16 41 45 86 14
English Learners 12 54 67 33 2 27 29 71 - 57 57 43
Homeless < < < < < < < < < < < <
Military Connected 73 18 91 9 67 27 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 3 61 64 36 4 54 58 42 - 43 43 57
Female 7 62 69 31 3 50 53 47 - 30 30 70
Male - 59 59 41 4 61 65 35 - 51 51 49
Asian < < 100 0 < < 100 0 < < 100 0
Black - 59 59 41 - 67 67 33 - 55 55 45
Hispanic 3 61 64 36 3 50 53 47 - 28 28 72
White < < < < < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities 7 27 33 67 8 25 33 67 - 25 25 75
Students without Disabilities 2 71 73 27 2 62 64 36 - 48 48 52
Economically Disadvantaged 2 63 65 35 - 56 56 44 - 40 40 60
Not Economically Disadvantaged < < < < < < < < - 54 54 46
English Learners 2 62 64 36 - 35 35 65 - 28 28 73
Homeless < < < < < < < < < < < <
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 12 81 93 7 12 66 79 21 9 80 90 10
Female 10 81 92 8 18 65 84 16 6 84 90 10
Male 13 81 94 6 8 67 74 26 13 77 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 83 93 7 7 74 80 20 7 82 89 11
Hispanic 4 87 91 9 7 63 70 30 6 79 85 15
White < < < < 25 67 92 8 18 82 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 70 70 30 6 25 31 69 10 70 80 20
Students without Disabilities 13 82 96 4 13 72 86 14 9 81 91 9
Economically Disadvantaged 5 82 88 12 10 65 74 26 6 81 87 13
Not Economically Disadvantaged 21 79 100 0 22 70 93 7 15 79 94 6
English Learners 7 84 91 9 - 43 43 57 5 76 81 19
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 36 64 100 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 47 53 100 0 37 59 96 4 28 70 98 2
Female 53 47 100 0 29 71 100 0 34 66 100 0
Male 42 58 100 0 41 53 94 6 22 75 97 3
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 14 79 93 7 8 92 100 0
Hispanic 23 77 100 0 25 69 94 6 29 65 94 6
White 62 38 100 0 < < 100 0 33 67 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 46 54 100 0 38 58 96 4 28 70 98 2
Economically Disadvantaged 33 67 100 0 17 72 89 11 22 75 97 3
Not Economically Disadvantaged 56 44 100 0 48 52 100 0 36 64 100 0
Military Connected < < 100 0 50 50 100 0
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 15 57 72 28 17 60 76 24 15 48 62 38
Female 13 62 76 24 21 51 72 28 14 51 65 35
Male 16 53 69 31 11 71 82 18 15 45 61 39
Asian 50 40 90 10 < < 100 0 < < < <
Black 9 60 69 31 19 71 90 10 13 50 63 38
Hispanic 8 61 69 31 2 60 62 38 12 42 53 47
White < < < < 36 57 93 7 33 58 92 8
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 31 38 63 - 33 33 67 5 21 26 74
Students without Disabilities 16 61 77 23 19 63 82 18 16 53 69 31
Economically Disadvantaged 7 54 61 39 14 56 71 29 12 40 52 48
Not Economically Disadvantaged 28 60 88 12 25 71 96 4 20 63 83 18
English Learners 9 53 61 39 - 27 27 73 - 17 17 83
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 58 42 100 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 15 57 72 28 17 60 76 24 15 48 62 38
Female 13 62 76 24 21 51 72 28 14 51 65 35
Male 16 53 69 31 11 71 82 18 15 45 61 39
Asian 50 40 90 10 < < 100 0 < < < <
Black 9 60 69 31 19 71 90 10 13 50 63 38
Hispanic 8 61 69 31 2 60 62 38 12 42 53 47
White < < < < 36 57 93 7 33 58 92 8
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 31 38 63 - 33 33 67 5 21 26 74
Students without Disabilities 16 61 77 23 19 63 82 18 16 53 69 31
Economically Disadvantaged 7 54 61 39 14 56 71 29 12 40 52 48
Not Economically Disadvantaged 28 60 88 12 25 71 96 4 20 63 83 18
English Learners 9 53 61 39 - 27 27 73 - 17 17 83
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 58 42 100 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 33 46 79 21 29 62 90 10 20 65 85 15
Female 35 46 81 19 19 68 87 13 19 62 81 19
Male 30 47 77 23 38 56 94 6 21 69 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0 40 60 100 0
Black 19 54 73 27 10 71 81 19 11 63 74 26
Hispanic 26 43 70 30 30 61 91 9 18 65 82 18
Native Hawaiian < < 100 0
White 64 36 100 0 50 50 100 0 24 67 90 10
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 33 47 80 20 32 65 96 4 22 64 85 15
Economically Disadvantaged 24 46 70 30 15 68 82 18 14 69 83 17
Not Economically Disadvantaged 52 48 100 0 45 55 100 0 24 62 87 13
English Learners 17 54 71 29 < < 100 0
Military Connected 64 36 100 0 20 80 100 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 33 46 79 21 29 62 90 10 20 65 85 15
Female 35 46 81 19 19 68 87 13 19 62 81 19
Male 30 47 77 23 38 56 94 6 21 69 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0 40 60 100 0
Black 19 54 73 27 10 71 81 19 11 63 74 26
Hispanic 26 43 70 30 30 61 91 9 18 65 82 18
Native Hawaiian < < 100 0
White 64 36 100 0 50 50 100 0 24 67 90 10
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 33 47 80 20 32 65 96 4 22 64 85 15
Economically Disadvantaged 24 46 70 30 15 68 82 18 14 69 83 17
Not Economically Disadvantaged 52 48 100 0 45 55 100 0 24 62 87 13
English Learners 17 54 71 29 < < 100 0
Military Connected 64 36 100 0 20 80 100 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
Civics & Econ 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
School865
Division1,2568501,072
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-kindergarten566667
Kindergarten1009586
Grade 110010397
Grade 210010294
Grade 3126122115
Grade 4111122125
Grade 5100118131
Grade 6122108113
Total Students815836828

< = 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 Students815836828
Female389399381
Male426437447
American Indian476
Asian615967
Black240235219
Hispanic376389380
White106115128
Multiple Races282827
Students with Disabilities102114120
Students without Disabilities713722708
Economically Disadvantaged552574508
Not Economically Disadvantaged263262320
English Learners425430424
Not English Learners390406404
Homeless1493
Military Connected495562
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students683697016771459
Female326323283936420
Male357373732835039
American Indian<<<<<<
Asian502533542
Black211162131621110
Hispanic315383214232140
Native Hawaiian----<<
White749845934
Multiple Races293261263
Students with Disabilities75128097112
Economically Disadvantaged483564965749344
English Learners380393954138942
Homeless166209145
< = 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
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 27
Other Offenses Against Persons 43
Property Offenses <
Offenses Against Staff <
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 Indian0.60.50.8
Asian6.47.57.1
Black2960.729.446.228.160.5
Hispanic45.339.346.134.646.539.5
Native Hawaiian----0.4
White14.51311.513.8
Multiple Races4.13.47.73.3
< = 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 Indian0.60.50.8
Asian6.47.57.1
Black2929.428.1
Hispanic45.346.146.5
Native Hawaiian0.4
White14.51313.8
Multiple Races4.13.43.3
< = 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 Indian0.60.50.8
Asian6.47.57.1
Black2929.428.1
Hispanic45.346.146.5
Native Hawaiian----0.4
White14.51313.8
Multiple Races4.13.43.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 65.667.981.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 666563.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 82.582.274
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201735%65%0%0%
2017-201836%64%0%0%
2018-201935%65%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

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersNoYesYesYes-
Students with DisabilitiesNoYes-Yes-

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

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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students65%68%73%75%
Asian85%89%87%75%
Black67%66%60%75%
Hispanic50%56%63%75%
White94%94%81%75%
Economically Disadvantaged54%57%62%75%
English Learners48%54%53%75%
Students with Disabilities33%40%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%74%74%70%
Asian88%93%89%70%
Black76%76%60%70%
Hispanic65%64%64%70%
White96%92%81%70%
Economically Disadvantaged68%66%63%70%
English Learners64%64%57%70%
Students with Disabilities44%41%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students61%
Asian<
Black61%
Hispanic52%
White92%
Economically Disadvantaged51%
English Learners44%
Students with Disabilities26%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students71%77%
Asian88%91%
Black71%77%
Hispanic59%69%
White94%96%
Economically Disadvantaged61%71%
English Learners57%67%
Students with Disabilities46%46%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students8%9%9%10%
Asian4%4%5%10%
Black5%6%9%10%
Hispanic11%11%9%10%
White4%7%9%10%
Economically Disadvantaged8%10%13%10%
English Learners10%9%8%10%
Students with Disabilities14%13%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress64%46%58%
English Learner Proficiency15%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress17327164%
English Learner Proficiency5134815%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience
Public Preschool​
School 40%
Division 22%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 64%
State 81%
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