Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Rosa Parks Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-580-9665
Address: 13446 Princedale Drive Woodbridge, VA 22193
Principal: Ms. Susan Danielson
Superintendent: Dr. Steven L. Walts
School Number: 941
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 57 79 21 18 59 76 24 15 61 77 23
Female 23 55 79 21 19 59 78 23 15 62 78 22
Male 21 58 79 21 17 59 75 25 15 60 76 24
Asian 37 56 93 7 24 69 93 7 24 65 88 12
Black 22 57 79 21 17 58 75 25 11 64 75 25
Hispanic 16 60 76 24 9 62 71 29 10 61 71 29
White 26 55 81 19 28 52 80 20 23 60 83 17
Multiple Races 23 51 74 26 17 57 74 26 23 57 80 20
Students with Disabilities 18 48 66 34 17 63 80 20 12 54 66 34
Students without Disabilities 23 58 81 19 18 58 76 24 16 62 78 22
Economically Disadvantaged 16 57 73 27 9 59 68 32 6 61 66 34
Not Economically Disadvantaged 25 57 82 18 24 59 83 17 22 62 84 16
English Learners 20 56 75 25 3 37 41 59 3 31 34 66
Homeless < < 100 0
Military Connected 18 65 82 18 24 41 65 35
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 17 53 70 30 15 56 71 29 16 54 69 31
Female 15 56 71 29 18 59 77 23 18 55 73 27
Male 19 51 70 30 12 51 63 37 13 52 65 35
Asian 17 75 92 8 25 67 92 8 8 69 77 23
Black 14 55 69 31 8 53 60 40 24 47 71 29
Hispanic 21 47 68 32 10 62 71 29 8 50 58 43
White 15 50 65 35 32 45 77 23 23 57 80 20
Multiple Races 17 50 67 33 < < < < < < < <
Students with Disabilities 35 30 65 35 - 69 69 31 7 36 43 57
Students without Disabilities 14 57 71 29 17 54 71 29 17 56 73 27
Economically Disadvantaged 19 42 60 40 9 54 63 37 - 60 60 40
Not Economically Disadvantaged 17 58 75 25 22 57 79 21 26 49 75 25
English Learners 19 43 62 38 - 36 36 64 4 28 32 68
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 16 65 81 19 17 57 75 25 14 63 77 23
Female 19 59 78 22 14 57 71 29 16 66 82 18
Male 14 71 85 15 19 58 77 23 11 60 71 29
Asian < < 100 0 30 70 100 0 18 73 91 9
Black 14 68 81 19 13 67 80 20 10 54 63 37
Hispanic 9 71 80 20 14 54 68 32 13 65 78 22
White 23 58 81 19 30 44 74 26 20 69 89 11
Multiple Races 21 57 79 21 6 63 69 31 < < < <
Students with Disabilities 10 60 70 30 27 67 93 7 - 65 65 35
Students without Disabilities 17 65 82 18 16 56 72 28 16 63 79 21
Economically Disadvantaged 8 68 75 25 10 55 65 35 6 61 67 33
Not Economically Disadvantaged 21 63 84 16 22 59 81 19 20 65 86 14
English Learners 15 69 85 15 7 39 46 54 - 47 47 53
Homeless < < 100 0
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 32 54 86 14 21 63 84 16 17 65 82 18
Female 34 52 86 14 24 59 83 17 12 64 76 24
Male 29 56 85 15 17 67 84 16 20 66 86 14
Asian 58 33 92 8 < < < < 50 50 100 0
Black 39 45 85 15 31 56 87 13 6 85 91 9
Hispanic 15 65 80 20 3 73 75 25 9 65 74 26
White 38 56 94 6 24 65 88 12 26 52 78 22
Multiple Races < < < < 33 50 83 17 29 57 86 14
Students with Disabilities - 64 64 36 23 54 77 23 31 56 88 13
Students without Disabilities 36 53 88 12 20 64 84 16 15 67 82 18
Economically Disadvantaged 20 62 82 18 10 67 78 22 10 60 70 30
Not Economically Disadvantaged 38 49 87 13 29 60 88 12 21 69 90 10
English Learners 23 58 81 19 < < < < 6 19 25 75
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
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 23 59 83 17 21 55 77 23 15 67 82 18
Female 22 59 81 19 18 59 77 24 12 70 82 18
Male 24 60 84 16 25 53 77 23 19 64 83 17
Asian 39 54 93 7 41 48 90 10 29 68 97 3
Black 20 63 84 16 11 65 76 24 10 70 79 21
Hispanic 14 62 76 24 15 54 69 31 11 65 76 24
White 33 54 87 13 34 51 85 15 23 67 90 10
Multiple Races 25 58 83 17 26 51 77 23 13 67 80 20
Students with Disabilities 11 45 57 43 17 39 56 44 10 49 59 41
Students without Disabilities 25 61 86 14 22 57 79 21 16 70 86 14
Economically Disadvantaged 12 62 73 27 13 51 64 36 8 65 73 27
Not Economically Disadvantaged 29 58 87 13 28 59 87 13 21 68 89 11
English Learners 15 58 73 27 3 41 44 56 3 53 57 43
Homeless < < 100 0
Military Connected 29 59 88 12 29 53 82 18
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 18 57 75 25 15 53 68 32 14 68 82 18
Female 15 60 75 25 12 57 69 31 16 61 77 23
Male 20 55 75 25 20 47 68 32 11 75 87 13
Asian 42 58 100 0 42 50 92 8 15 77 92 8
Black 7 61 68 32 5 50 55 45 11 61 72 28
Hispanic 13 50 63 38 12 56 67 33 10 63 73 28
White 27 62 88 12 26 52 77 23 17 73 90 10
Multiple Races 15 69 85 15 < < < < < < 100 0
Students with Disabilities 10 50 60 40 8 38 46 54 7 29 36 64
Students without Disabilities 19 58 78 22 16 54 71 29 15 74 88 12
Economically Disadvantaged 9 49 58 42 7 50 57 43 9 67 77 23
Not Economically Disadvantaged 22 61 84 16 24 56 79 21 17 68 85 15
English Learners 13 49 62 38 - 36 36 64 - 58 58 42
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 20 67 87 13 21 56 77 23 17 67 84 16
Female 14 68 83 17 10 61 71 29 13 75 88 13
Male 27 65 92 8 28 53 81 19 24 55 79 21
Asian < < 100 0 40 50 90 10 36 64 100 0
Black 19 73 92 8 7 80 87 13 10 71 80 20
Hispanic 11 71 83 17 14 50 64 36 15 65 80 20
White 23 65 87 13 37 52 89 11 26 66 91 9
Multiple Races 36 43 79 21 25 44 69 31 < < < <
Students with Disabilities 20 40 60 40 27 40 67 33 5 55 60 40
Students without Disabilities 20 69 89 11 20 58 78 22 19 68 88 12
Economically Disadvantaged 8 73 80 20 14 47 61 39 7 67 75 25
Not Economically Disadvantaged 27 64 90 10 25 61 87 13 25 66 92 8
English Learners 8 73 81 19 7 39 46 54 6 59 65 35
Homeless < < 100 0
Military Connected < < 100 0 < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 55 86 14 28 58 86 14 15 67 81 19
Female 36 48 84 16 32 59 91 9 6 72 78 22
Male 26 60 87 13 25 57 81 19 20 63 84 16
Asian 42 42 83 17 < < < < 40 60 100 0
Black 33 55 88 12 21 69 90 10 9 73 82 18
Hispanic 17 67 85 15 20 58 78 23 9 67 76 24
White 47 38 84 16 38 50 88 12 26 63 89 11
Multiple Races < < < < 33 58 92 8 7 64 71 29
Students with Disabilities 7 43 50 50 15 38 54 46 20 60 80 20
Students without Disabilities 34 56 90 10 30 60 89 11 14 68 82 18
Economically Disadvantaged 18 64 82 18 19 57 76 24 6 61 67 33
Not Economically Disadvantaged 38 49 87 13 35 58 94 6 20 70 90 10
English Learners 21 58 79 21 < < < < 7 40 47 53
Homeless < < 100 0
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 53 89 11 25 64 90 10 18 66 85 15
Female 36 50 86 14 23 67 89 11 14 64 78 22
Male 37 56 93 7 28 62 90 10 21 68 89 11
Asian 42 42 83 17 < < < < 40 60 100 0
Black 39 58 97 3 18 74 92 8 15 70 85 15
Hispanic 24 63 87 13 13 70 83 18 11 67 78 22
White 47 44 91 9 38 56 94 6 26 63 89 11
Multiple Races < < < < 58 33 92 8 21 64 86 14
Students with Disabilities 14 57 71 29 23 69 92 8 19 63 81 19
Students without Disabilities 39 53 92 8 25 64 89 11 18 67 85 15
Economically Disadvantaged 22 64 87 13 14 71 84 16 8 70 78 22
Not Economically Disadvantaged 44 47 91 9 34 60 94 6 25 64 89 11
English Learners 30 51 81 19 < < < < - 56 56 44
Homeless < < 100 0
Military Connected < < < < < < < <
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 36 53 89 11 25 64 90 10 18 66 85 15
Female 36 50 86 14 23 67 89 11 14 64 78 22
Male 37 56 93 7 28 62 90 10 21 68 89 11
Asian 42 42 83 17 < < < < 40 60 100 0
Black 39 58 97 3 18 74 92 8 15 70 85 15
Hispanic 24 63 87 13 13 70 83 18 11 67 78 22
White 47 44 91 9 38 56 94 6 26 63 89 11
Multiple Races < < < < 58 33 92 8 21 64 86 14
Students with Disabilities 14 57 71 29 23 69 92 8 19 63 81 19
Students without Disabilities 39 53 92 8 25 64 89 11 18 67 85 15
Economically Disadvantaged 22 64 87 13 14 71 84 16 8 70 78 22
Not Economically Disadvantaged 44 47 91 9 34 60 94 6 25 64 89 11
English Learners 30 51 81 19 < < < < - 56 56 44
Homeless < < 100 0
Military Connected < < < < < < < <
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 54 40 94 6 53 42 95 5 30 61 91 9
Female 56 37 92 8 45 49 94 6 25 68 93 8
Male 53 43 97 3 58 38 96 4 38 51 89 11
Asian < < 100 0 90 10 100 0 50 50 100 0
Black 62 35 97 3 37 57 93 7 18 65 83 18
Hispanic 31 67 97 3 55 40 95 5 32 59 91 9
White 68 23 90 10 52 44 96 4 36 61 97 3
Multiple Races 50 36 86 14 53 40 93 7 < < 100 0
Students with Disabilities 40 40 80 20 58 42 100 0 13 81 94 6
Students without Disabilities 56 40 96 4 52 42 95 5 33 58 91 9
Economically Disadvantaged 46 44 90 10 37 56 93 7 19 70 89 11
Not Economically Disadvantaged 59 38 96 4 61 35 96 4 38 54 93 7
English Learners 37 63 100 0 47 53 100 0 < < 100 0
Homeless < < 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 54 40 94 6 53 43 95 5 30 61 91 9
Female 56 37 92 8 45 49 94 6 25 68 93 8
Male 53 43 97 3 58 38 96 4 38 51 89 11
Asian < < 100 0 90 10 100 0 50 50 100 0
Black 62 35 97 3 37 57 93 7 18 65 83 18
Hispanic 31 67 97 3 55 39 95 5 32 59 91 9
White 68 23 90 10 50 46 96 4 36 61 97 3
Multiple Races 50 36 86 14 53 40 93 7 < < 100 0
Students with Disabilities 40 40 80 20 < < 100 0 13 81 94 6
Students without Disabilities 56 40 96 4 52 42 95 5 33 58 91 9
Economically Disadvantaged 46 44 90 10 38 55 93 7 19 70 89 11
Not Economically Disadvantaged 59 38 96 4 60 36 96 4 38 54 93 7
English Learners 37 63 100 0 50 50 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School7-4
Division544285416
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-kindergarten212118
Kindergarten1139173
Grade 18012697
Grade 212088122
Grade 310711675
Grade 4144107114
Grade 5134151105
Total Students719700604

< = 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 Students719700604
Female338333277
Male381367327
Asian716867
Black152138110
Hispanic264273242
White168168141
Multiple Races645344
Students with Disabilities919783
Students without Disabilities628603521
Economically Disadvantaged280290234
Not Economically Disadvantaged439410370
English Learners197200182
Not English Learners522500422
Homeless11-
Military Connected433335
< = 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 Students733366921767923
Female34917332532513
Male384193601235410
Asian641581652
Black178316021444
Hispanic254212491025012
Native Hawaiian<<<<--
White172916331624
Multiple Races602591581
Students with Disabilities773721814
Economically Disadvantaged280172901128311
English Learners2081419381939
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 36
Other Offenses Against Persons <
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------
Asian8.18.49.97.7
Black24.445.522.72521.130.8
Hispanic34.927.336.82536.746.2
Native Hawaiian0.60.4--
White23.927.323.92523.4
Multiple Races8.17.9258.915.4
< = 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
Asian8.18.49.9
Black24.422.721.1
Hispanic34.936.836.7
Native Hawaiian0.60.4
White23.923.923.4
Multiple Races8.17.98.9
< = 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------
Asian8.18.49.9
Black24.422.721.1
Hispanic34.936.836.7
Native Hawaiian0.60.4--
White23.923.923.4
Multiple Races8.17.98.9
< = 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 37.939.842.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 38.130.425.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 86.784.583.8
< = 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)
Code Book
User Guide
Usage Agreement

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
2017-201825%75%0%0%
2018-201929%69%0%2%
2019-202035%64%0%1%
< = 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​​​
Rosa Parks Elementary to top