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Sanders Corner Elementary

General school information

Category: Elementary (PK-05) School
Phone: 571-252-2250
Address: 43100 Ashburn Farm Pkwy Ashburn, VA 20147
Principal: Michael Jacques
Superintendent: Dr. Eric Williams
School Number: 240
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
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 31 55 86 14 27 59 87 13 30 55 84 16
Female 35 52 87 13 25 64 90 10 30 55 85 15
Male 27 57 84 16 29 55 84 16 29 54 84 16
American Indian < < 100 0 < < 100 0
Asian 43 55 98 3 30 60 90 10 32 51 83 17
Black 28 44 72 28 16 68 84 16 15 70 85 15
Hispanic 22 53 75 25 22 47 69 31 18 48 67 33
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 31 56 87 13 30 61 91 9 34 54 89 11
Multiple Races 22 61 83 17 24 48 71 29 23 55 77 23
Students with Disabilities 36 40 76 24 26 42 68 32 28 53 81 19
Students without Disabilities 30 57 87 13 27 62 89 11 30 55 85 15
Economically Disadvantaged 21 45 67 33 24 39 63 37 11 53 63 37
Not Economically Disadvantaged 32 56 88 12 28 63 90 10 33 55 87 13
English Learners 4 52 57 43 - 31 31 69 8 29 38 63
Homeless < < < < < < 100 0 < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 52 81 19 24 62 86 14 20 59 79 21
Female 27 56 83 17 18 64 82 18 23 57 81 19
Male 30 48 79 21 28 60 89 11 17 60 77 23
Asian 44 50 94 6 8 75 83 17 21 57 79 21
Black 20 40 60 40 < < < < < < < <
Hispanic 30 50 80 20 < < < < 15 54 69 31
White 28 57 84 16 29 63 92 8 19 62 81 19
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 38 31 69 31 < < 100 0 < < < <
Students without Disabilities 28 55 83 17 23 62 85 15 20 60 80 20
Economically Disadvantaged < < < < 20 40 60 40 - 55 55 45
Not Economically Disadvantaged 30 55 85 15 25 66 92 8 23 59 82 18
English Learners < < < < < < < < 9 27 36 64
Homeless < < 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 27 61 88 12 28 61 89 11 28 59 87 13
Female 24 60 83 17 30 64 93 7 31 51 83 17
Male 30 62 91 9 26 57 83 17 26 64 90 10
American Indian < < 100 0
Asian 54 46 100 0 33 53 87 13 25 58 83 17
Black < < < < 20 60 80 20 < < < <
Hispanic 29 50 79 21 < < < < 10 40 50 50
White 22 64 86 14 30 63 93 7 33 61 94 6
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 38 46 85 15 36 36 71 29 < < < <
Students without Disabilities 25 63 88 12 27 64 91 9 28 59 87 13
Economically Disadvantaged 25 50 75 25 30 30 60 40 18 41 59 41
Not Economically Disadvantaged 27 62 90 10 28 64 91 9 31 63 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 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 37 52 89 11 29 55 85 15 39 48 87 13
Female 53 41 94 6 25 65 90 10 34 55 90 10
Male 22 62 84 16 33 48 81 19 45 39 84 16
Asian 27 73 100 0 46 54 100 0 47 40 87 13
Black 40 40 80 20 < < < < < < < <
Hispanic 8 58 67 33 27 47 73 27 30 50 80 20
Native Hawaiian < < 100 0
White 43 49 91 9 31 57 88 12 48 42 91 9
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 31 44 75 25 13 38 50 50 29 57 86 14
Students without Disabilities 38 54 91 9 33 59 92 8 41 46 87 13
Economically Disadvantaged 25 58 83 17 25 44 69 31 10 70 80 20
Not Economically Disadvantaged 38 52 90 10 30 58 88 12 42 45 88 12
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 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 29 51 80 20 35 50 85 15 27 65 92 8
Female 25 53 78 22 28 54 82 18 20 70 90 10
Male 33 49 82 18 40 47 87 13 34 60 94 6
American Indian < < 100 0 < < 100 0
Asian 44 49 92 8 50 48 98 3 37 59 95 5
Black 20 52 72 28 24 48 72 28 5 80 85 15
Hispanic 22 44 67 33 28 41 69 31 21 61 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 29 52 81 19 34 55 89 11 28 66 94 6
Multiple Races 35 52 87 13 29 38 67 33 32 55 86 14
Students with Disabilities 33 29 62 38 26 34 61 39 12 73 85 15
Students without Disabilities 29 55 83 17 36 53 89 11 29 64 93 7
Economically Disadvantaged 12 61 73 27 24 41 66 34 8 66 74 26
Not Economically Disadvantaged 31 50 81 19 37 52 88 12 30 64 95 5
English Learners 14 45 59 41 13 44 56 44 4 67 71 29
Homeless < < < < < < 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 23 53 77 23 26 63 88 12 27 63 90 10
Female 15 61 76 24 27 52 79 21 23 62 85 15
Male 33 44 78 22 25 70 94 6 31 63 94 6
Asian 47 40 87 13 25 75 100 0 29 64 93 7
Black 20 50 70 30 < < < < < < < <
Hispanic 20 50 70 30 < < < < 15 69 85 15
White 19 57 76 24 31 62 92 8 28 64 91 9
Multiple Races < < < < < < < < < < < <
Students with Disabilities 46 15 62 38 < < < < < < < <
Students without Disabilities 21 58 79 21 26 63 88 12 28 63 91 9
Economically Disadvantaged < < < < 20 47 67 33 - 64 64 36
Not Economically Disadvantaged 24 54 78 22 27 66 93 7 31 63 93 7
English Learners < < < < < < < < 9 64 73 27
Homeless < < 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 33 49 82 18 36 52 88 12 28 66 94 6
Female 24 52 76 24 25 62 87 13 9 83 91 9
Male 40 47 87 13 48 41 89 11 42 54 96 4
American Indian < < 100 0
Asian 54 46 100 0 53 47 100 0 33 67 100 0
Black < < < < 10 50 60 40 < < < <
Hispanic 36 21 57 43 < < < < 20 60 80 20
White 30 54 84 16 33 59 92 8 35 63 98 2
Multiple Races < < < < < < < < < < < <
Students with Disabilities 38 23 62 38 43 36 79 21 < < 100 0
Students without Disabilities 32 54 86 14 35 54 89 11 30 63 93 7
Economically Disadvantaged 17 58 75 25 30 40 70 30 12 65 76 24
Not Economically Disadvantaged 35 48 83 17 36 53 90 10 32 66 99 1
English Learners < < < < < < < < < < < <
Homeless < < 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 33 50 83 17 42 36 78 22 26 65 92 8
Female 40 44 84 16 35 43 78 23 24 69 93 7
Male 28 55 83 17 48 31 79 21 29 62 90 10
Asian 27 64 91 9 69 23 92 8 47 47 93 7
Black 20 50 70 30 < < < < < < < <
Hispanic 8 67 75 25 33 33 67 33 30 50 80 20
Native Hawaiian < < 100 0
White 39 45 84 16 41 41 82 18 22 72 94 6
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 19 44 63 38 13 19 31 69 7 73 80 20
Students without Disabilities 36 51 87 13 49 39 88 12 29 64 94 6
Economically Disadvantaged 8 75 83 17 25 38 63 38 10 70 80 20
Not Economically Disadvantaged 36 47 83 17 46 36 82 18 28 65 93 7
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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
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 55 91 9 30 57 87 13 32 55 86 14
Female 41 49 90 10 30 58 88 13 24 62 86 14
Male 31 60 91 9 31 56 87 13 40 46 87 13
Asian 27 64 91 9 54 46 100 0 40 53 93 7
Black 40 40 80 20 < < 100 0 < < < <
Hispanic 25 42 67 33 33 40 73 27 30 50 80 20
Native Hawaiian < < 100 0
White 37 59 96 4 27 63 90 10 33 55 88 12
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 25 50 75 25 13 44 56 44 27 33 60 40
Students without Disabilities 38 56 94 6 34 59 93 7 33 58 91 9
Economically Disadvantaged 17 58 75 25 19 56 75 25 20 50 70 30
Not Economically Disadvantaged 38 55 93 7 33 57 89 11 33 55 88 12
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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 36 55 91 9 30 57 87 13 32 55 86 14
Female 41 49 90 10 30 58 88 13 24 62 86 14
Male 31 60 91 9 31 56 87 13 40 46 87 13
Asian 27 64 91 9 54 46 100 0 40 53 93 7
Black 40 40 80 20 < < 100 0 < < < <
Hispanic 25 42 67 33 33 40 73 27 30 50 80 20
Native Hawaiian < < 100 0
White 37 59 96 4 27 63 90 10 33 55 88 12
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 25 50 75 25 13 44 56 44 27 33 60 40
Students without Disabilities 38 56 94 6 34 59 93 7 33 58 91 9
Economically Disadvantaged 17 58 75 25 19 56 75 25 20 50 70 30
Not Economically Disadvantaged 38 55 93 7 33 57 89 11 33 55 88 12
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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 43 50 93 7 49 45 94 6 58 37 95 5
Female 43 53 95 5 48 47 95 5 38 53 91 9
Male 43 48 91 9 50 42 92 8 72 26 98 2
American Indian < < 100 0
Asian 77 23 100 0 60 40 100 0 < < 100 0
Black < < 100 0 20 50 70 30 < < < <
Hispanic 64 36 100 0 < < 100 0 < < < <
White 34 54 88 12 49 48 97 3 64 32 96 4
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 25 58 83 17 43 36 79 21 < < 100 0
Students without Disabilities 46 49 95 5 50 46 96 4 57 37 94 6
Economically Disadvantaged 36 45 82 18 < < < < 36 64 100 0
Not Economically Disadvantaged 44 51 95 5 50 47 96 4 61 33 94 6
Homeless < < 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 42 51 93 7 48 46 94 6 57 38 95 5
Female 43 53 95 5 47 47 95 5 38 53 91 9
Male 41 49 90 10 48 44 92 8 71 27 98 2
American Indian < < 100 0
Asian 75 25 100 0 60 40 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 35 52 88 13 48 49 97 3 63 33 96 4
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < 27 45 73 27 < < 100 0
Students without Disabilities 46 49 95 5 50 46 96 4 57 37 94 6
Economically Disadvantaged 30 50 80 20 < < < < 36 64 100 0
Not Economically Disadvantaged 44 51 94 6 49 48 96 4 61 33 94 6
Homeless < < 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
School--1
Division323211271
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
Kindergarten816466
Grade 1897671
Grade 21048981
Grade 38710299
Grade 41148697
Grade 59011182
Pre-kindergarten-00
Total Students565528496

< = 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 Students565528496
Female257245233
Male308283263
Asian757258
Black424036
Hispanic645864
Native Hawaiian22-
White339315298
Multiple Races434039
Students with Disabilities626149
Students without Disabilities503467447
Economically Disadvantaged757178
Not Economically Disadvantaged490457418
English Learners557276
Not English Learners510456420
Homeless142
Military Connected153
< = 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 Students550425322949829
Female268162401223316
Male282262921726513
American Indian<<--<<
Asian737668657
Black353412353
Hispanic657604576
Native Hawaiian<<<<<<
White336213211230010
Multiple Races384423383
Students with Disabilities638649577
Economically Disadvantaged66126596115
English Learners4311518688
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 <
Other Offenses Against Persons <

< = 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 Indian0.3--0.2
Asian13.837.513.316.713.633.3
Black6.56.37.47.6
Hispanic12.26.311.31133.3
Native Hawaiian0.20.40.4
White59.737.56083.359.733.3
Multiple Races7.212.57.67.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.2
Asian13.813.313.6
Black6.57.47.6
Hispanic12.211.311
Native Hawaiian0.20.40.4
White59.76059.7
Multiple Races7.27.67.6
< = 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 Indian0.3--0.2
Asian13.813.313.6
Black6.57.47.6
Hispanic12.211.311
Native Hawaiian0.20.40.4
White59.76059.7
Multiple Races7.27.67.6
< = 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 12.412.213.7
< = 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 14.6109.8
< = 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 70.368.377.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201825%75%0%0%
2018-201924%73%2%1%
2019-202025%75%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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