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Ruby F. Carver Elementary

General school information

Category: Elementary (PK-05) School
Phone: 804-750-2640
Address: 1801 Lauderdale Rd Richmond, VA 23233
Principal: Dr. Eric T. Armbruster
Superintendent: Dr. Amy E Cashwell
School Number: 650
Region: 1
Division: Henrico County Public Schools
Division Number: 43
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2018 through 2020

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 61 78 22 20 58 78 22 24 53 77 23
Female 21 62 83 17 27 61 88 12 27 56 83 17
Male 14 59 74 26 12 55 67 33 21 50 72 28
Asian 42 42 83 17 < < < < < < 100 0
Black 9 70 79 21 12 60 72 28 5 75 81 19
Hispanic 13 49 62 38 15 54 69 31 19 48 67 33
White 22 62 84 16 28 56 85 15 35 43 78 22
Multiple Races 20 60 80 20 17 65 83 17 25 55 80 20
Students with Disabilities - 38 38 63 3 37 40 60 9 37 46 54
Students without Disabilities 20 64 84 16 22 61 83 17 27 56 83 17
Economically Disadvantaged 11 64 75 25 12 50 62 38 15 50 66 34
Not Economically Disadvantaged 23 58 81 19 23 61 85 15 33 56 89 11
English Learners 10 42 52 48 5 24 29 71 - 41 41 59
Homeless < < < < < < < < < < 100 0
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 17 59 76 24 20 56 76 24 29 45 74 26
Female 20 59 80 20 24 70 95 5 32 41 73 27
Male 13 58 70 30 16 42 58 42 27 49 76 24
Asian < < < < < < 100 0 < < 100 0
Black 6 66 72 28 19 56 75 25 12 71 82 18
Hispanic 15 31 46 54 11 61 72 28 8 42 50 50
White 23 63 86 14 29 49 77 23 43 33 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 60 60 40 9 18 27 73 14 29 43 57
Students without Disabilities 19 58 77 23 22 63 84 16 33 48 81 19
Economically Disadvantaged 5 62 67 33 17 46 63 38 22 35 57 43
Not Economically Disadvantaged 27 56 83 17 22 61 82 18 37 54 90 10
English Learners 9 36 45 55 < < < < - 35 35 65
Military Connected < < 100 0 < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 81 19 20 60 79 21 18 56 74 26
Female 27 63 90 10 29 55 84 16 17 71 89 11
Male 10 62 72 28 8 66 74 26 18 39 58 42
Asian < < < < < < 100 0 < < 100 0
Black 21 63 84 16 4 64 68 32 - 71 71 29
Hispanic 10 62 71 29 23 46 69 31 29 53 82 18
White 19 65 83 17 29 61 90 10 15 52 67 33
Multiple Races < < < < 30 50 80 20 < < 100 0
Students with Disabilities - 30 30 70 < < < < - 30 30 70
Students without Disabilities 20 66 86 14 22 60 82 18 21 60 81 19
Economically Disadvantaged 13 72 85 15 9 45 55 45 11 57 68 32
Not Economically Disadvantaged 23 54 77 23 23 65 88 12 26 55 81 19
English Learners 9 45 55 45 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < < < < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 21 58 78 22 25 58 83 17
Female 14 67 81 19 27 60 87 13 30 56 86 14
Male 20 58 78 22 13 56 69 31 18 62 79 21
Asian < < 100 0 < < < < < < 100 0
Black - 84 84 16 19 57 76 24 4 81 85 15
Hispanic 15 46 62 38 13 52 65 35 15 46 62 38
White 24 59 83 17 27 59 86 14 44 47 91 9
Multiple Races < < < < < < < < 18 55 73 27
Students with Disabilities - 25 25 75 - 40 40 60 9 55 64 36
Students without Disabilities 20 68 88 12 23 60 83 17 27 59 86 14
Economically Disadvantaged 15 59 73 27 10 57 67 33 14 58 72 28
Not Economically Disadvantaged 20 64 84 16 25 58 84 16 35 59 93 7
English Learners < < < < < < < < < < < <
Military Connected < < 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
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 20 60 81 19 23 56 79 21 19 61 80 20
Female 19 64 83 17 23 64 87 13 18 64 82 18
Male 22 57 79 21 22 48 70 30 20 57 77 23
Asian 50 50 100 0 < < 100 0 < < 100 0
Black 13 63 75 25 12 59 71 29 4 68 71 29
Hispanic 12 59 71 29 16 57 73 27 7 61 68 32
White 25 61 86 14 29 55 84 16 30 56 86 14
Multiple Races 20 60 80 20 30 57 87 13 14 71 86 14
Students with Disabilities - 41 41 59 10 47 57 43 6 40 46 54
Students without Disabilities 23 63 86 14 24 58 82 18 21 64 86 14
Economically Disadvantaged 11 65 76 24 12 55 67 33 10 61 71 29
Not Economically Disadvantaged 29 57 85 15 27 57 84 16 28 60 88 12
English Learners 6 61 67 33 13 46 58 42 6 47 53 47
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 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 15 59 74 26 20 47 67 33 25 52 77 23
Female 15 61 76 24 27 57 84 16 24 53 76 24
Male 14 57 71 29 13 38 51 49 27 51 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 58 61 39 13 31 44 56 6 63 69 31
Hispanic 8 46 54 46 16 47 63 37 - 46 46 54
White 25 61 86 14 23 54 77 23 45 43 88 13
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 20 20 80 18 18 36 64 14 36 50 50
Students without Disabilities 16 64 80 20 20 52 72 28 28 55 83 17
Economically Disadvantaged 2 60 63 37 8 54 63 38 13 45 58 42
Not Economically Disadvantaged 25 58 83 17 25 44 69 31 37 59 95 5
English Learners - 64 64 36 < < < < 11 33 44 56
Military Connected < < 100 0 < < 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 27 66 93 7 23 65 88 13 13 71 84 16
Female 27 69 96 4 24 66 90 10 9 86 94 6
Male 28 62 90 10 21 63 84 16 18 56 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black 30 65 95 5 11 75 86 14 7 64 71 29
Hispanic 19 71 90 10 21 50 71 29 11 78 89 11
White 27 67 94 6 32 58 90 10 15 70 85 15
Multiple Races < < < < 10 90 100 0 < < 100 0
Students with Disabilities - 60 60 40 < < < < - 60 60 40
Students without Disabilities 30 66 97 3 25 65 90 10 15 73 88 12
Economically Disadvantaged 19 74 94 6 18 55 73 27 8 76 84 16
Not Economically Disadvantaged 35 58 92 8 24 68 92 8 19 65 84 16
English Learners 9 82 91 9 < < < < < < < <
Homeless < < 100 0 < < 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 19 56 75 25 24 56 81 19 18 61 79 21
Female 16 59 76 24 19 67 87 13 20 58 78 22
Male 22 53 75 25 30 43 74 26 15 64 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 68 79 21 14 59 73 27 - 73 73 27
Hispanic 7 53 60 40 13 70 83 17 8 54 62 38
White 24 54 78 22 32 52 84 16 26 59 85 15
Multiple Races < < < < < < < < 18 64 82 18
Students with Disabilities - 42 42 58 10 60 70 30 - 27 27 73
Students without Disabilities 22 58 80 20 26 56 82 18 21 65 86 14
Economically Disadvantaged 12 58 70 30 10 57 67 33 9 63 72 28
Not Economically Disadvantaged 27 53 80 20 31 56 87 13 26 59 85 15
English Learners 9 36 45 55 20 40 60 40 < < < <
Military Connected < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 56 74 26 19 65 85 15 26 53 79 21
Female 11 62 73 27 12 77 88 12 32 52 84 16
Male 24 51 75 25 28 52 80 20 18 54 72 28
Asian < < 100 0 < < < < < < 100 0
Black 21 53 74 26 18 64 82 18 8 62 69 31
Hispanic 13 40 53 47 9 70 78 22 23 46 69 31
White 17 63 80 20 25 64 89 11 38 50 88 12
Multiple Races < < < < < < 100 0 27 45 73 27
Students with Disabilities - 25 25 75 - 60 60 40 18 27 45 55
Students without Disabilities 21 61 82 18 22 66 88 13 27 56 83 17
Economically Disadvantaged 14 58 72 28 7 73 80 20 9 56 65 35
Not Economically Disadvantaged 22 53 76 24 25 62 87 13 41 50 91 9
English Learners 9 27 36 64 - 30 30 70 < < < <
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 18 56 74 26 19 65 85 15 26 53 79 21
Female 11 62 73 27 12 77 88 12 32 52 84 16
Male 24 51 75 25 28 52 80 20 18 54 72 28
Asian < < 100 0 < < < < < < 100 0
Black 21 53 74 26 18 64 82 18 8 62 69 31
Hispanic 13 40 53 47 9 70 78 22 23 46 69 31
White 17 63 80 20 25 64 89 11 38 50 88 12
Multiple Races < < < < < < 100 0 27 45 73 27
Students with Disabilities - 25 25 75 - 60 60 40 18 27 45 55
Students without Disabilities 21 61 82 18 22 66 88 13 27 56 83 17
Economically Disadvantaged 14 58 72 28 7 73 80 20 9 56 65 35
Not Economically Disadvantaged 22 53 76 24 25 62 87 13 41 50 91 9
English Learners 9 27 36 64 - 30 30 70 < < < <
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 51 41 92 8 47 42 89 11 30 55 85 15
Female 48 50 98 2 43 39 83 17 33 61 94 6
Male 54 33 87 13 52 45 97 3 26 48 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black 53 37 89 11 26 48 74 26 - 71 71 29
Hispanic 38 50 88 13 < < 100 0 42 42 83 17
White 54 40 94 6 66 31 97 3 35 55 90 10
Multiple Races < < 100 0 50 40 90 10 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 55 42 98 2 49 40 89 11 35 53 88 12
Economically Disadvantaged 48 50 98 2 29 41 71 29 17 60 77 23
Not Economically Disadvantaged 54 34 88 12 52 42 94 6 43 50 93 7
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 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 51 41 92 8 47 42 89 11 30 55 85 15
Female 48 50 98 2 43 39 83 17 33 61 94 6
Male 54 33 87 13 52 45 97 3 26 48 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black 53 37 89 11 26 48 74 26 - 71 71 29
Hispanic 38 50 88 13 < < 100 0 42 42 83 17
White 54 40 94 6 66 31 97 3 35 55 90 10
Multiple Races < < 100 0 50 40 90 10 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 55 42 98 2 49 40 89 11 35 53 88 12
Economically Disadvantaged 48 50 98 2 29 41 71 29 17 60 77 23
Not Economically Disadvantaged 54 34 88 12 52 42 94 6 43 50 93 7
Homeless < < 100 0 < < 100 0
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
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
School232
Division177175222
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-kindergarten002
Kindergarten827792
Grade 1718369
Grade 2696790
Grade 3817571
Grade 4896672
Grade 5978775
Total Students489455471

< = 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 Students489455471
Female243234224
Male246221247
Asian131616
Black109110106
Hispanic947778
Native Hawaiian11-
White234218234
Multiple Races383337
Students with Disabilities505462
Students without Disabilities439401409
Economically Disadvantaged197202210
Not Economically Disadvantaged292253261
English Learners555565
Not English Learners434400406
Homeless522
Military Connected487
< = 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 Students490334553443231
Female233192212121917
Male257142341321314
Asian180121151
Black111810491008
Hispanic905886786
Native Hawaiian<<<<<<
White244172121620710
Multiple Races272382316
Students with Disabilities595572583
Economically Disadvantaged221201992218621
English Learners602573564
Homeless64<<<<
< = 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 12
Other Offenses Against Persons <
All Other Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian------
Asian3.52.73.5
Black21.933.322.331.324.221.4
Hispanic2019.243.816.942.9
Native Hawaiian0.20.20.2
White4953.347.92547.935.7
Multiple Races5.413.37.87.3
< = 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 Indian
Asian3.52.73.5
Black21.922.324.2
Hispanic2019.210016.9
Native Hawaiian0.20.20.2
White4947.947.9
Multiple Races5.47.87.3
< = 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 Indian------
Asian3.52.73.5
Black21.922.324.2
Hispanic2019.216.9
Native Hawaiian0.20.20.2
White4947.947.9
Multiple Races5.47.87.3
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 44.344.245.9
< = 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 45.642.143.5
< = 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 76.479.180
< = 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
2017-201849%46%5%0%
2018-201946%51%3%0%
2019-202042%53%6%-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​​​
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