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Sharon C. McAuliffe Elementary

General school information

Category: Elementary (KG-05) School
Phone: 703-680-7270
Address: 13540 Princedale Dr Woodbridge, VA 22193
Principal: Ms. Janice Herritt
Superintendent: Dr. Steven L. Walts
School Number: 730
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 20 55 74 26 20 55 74 26 19 57 76 24
Female 20 54 74 26 18 55 73 27 20 59 78 22
Male 20 55 75 25 21 55 75 25 18 56 74 26
Asian 25 65 90 10 40 60 100 0 29 59 88 12
Black 22 54 76 24 14 62 76 24 17 59 76 24
Hispanic 20 47 68 32 18 46 65 35 17 55 72 28
White 18 63 81 19 20 67 87 13 14 67 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities 44 20 63 37 38 31 69 31 39 31 71 29
Students without Disabilities 15 62 77 23 16 60 76 24 13 65 78 22
Economically Disadvantaged 13 55 68 32 14 54 68 32 17 57 74 26
Not Economically Disadvantaged 25 54 79 21 27 56 83 17 22 58 80 20
English Learners 19 47 65 35 14 33 48 52 18 50 68 32
Military Connected < < < < < < 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 18 58 75 25 16 50 66 34 11 59 70 30
Female 12 64 76 24 17 41 59 41 11 55 66 34
Male 22 53 75 25 16 55 71 29 11 63 74 26
Asian < < 100 0 < < 100 0 < < < <
Black < < < < 9 64 73 27 < < < <
Hispanic 21 55 76 24 20 34 55 45 12 58 70 30
White 7 57 64 36 14 57 71 29 - 67 67 33
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 60 20 80 20 35 29 65 35 21 37 58 42
Students without Disabilities 9 66 74 26 11 56 67 33 7 67 74 26
Economically Disadvantaged 14 57 71 29 12 45 57 43 9 58 67 33
Not Economically Disadvantaged 21 59 79 21 23 58 81 19 14 61 75 25
English Learners 17 52 70 30 11 39 50 50 15 48 63 37
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 22 53 76 24 17 60 78 22 20 59 80 20
Female 25 49 75 25 13 67 80 20 18 67 85 15
Male 18 59 77 23 21 55 76 24 22 54 76 24
Asian < < < < < < 100 0 < < < <
Black 19 50 69 31 10 80 90 10 30 50 80 20
Hispanic 24 40 64 36 18 47 65 35 14 63 78 22
White 26 68 95 5 15 77 92 8 23 62 85 15
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 43 29 71 29 60 40 100 0 40 35 75 25
Students without Disabilities 18 58 76 24 9 64 74 26 14 67 81 19
Economically Disadvantaged 14 50 64 36 14 63 77 23 19 60 79 21
Not Economically Disadvantaged 30 57 87 13 21 57 79 21 22 58 81 19
English Learners 22 42 64 36 16 26 42 58 16 59 76 24
Military Connected < < 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 19 54 73 27 24 55 79 21 26 53 79 21
Female 17 54 71 29 22 56 78 22 32 55 87 13
Male 20 54 74 26 26 55 81 19 20 51 71 29
Asian < < < < < < 100 0 < < 100 0
Black 31 54 85 15 19 50 69 31 10 70 80 20
Hispanic 16 49 65 35 17 57 74 26 29 38 68 32
White 17 63 79 21 28 67 94 6 21 71 93 7
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 35 12 47 53 27 27 53 47 67 17 83 17
Students without Disabilities 15 64 78 22 23 61 84 16 17 61 78 22
Economically Disadvantaged 10 60 70 30 16 56 72 28 24 51 76 24
Not Economically Disadvantaged 23 51 74 26 33 55 88 12 28 55 83 17
English Learners 17 48 64 36 25 25 50 50 30 20 50 50
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 25 56 81 19 20 54 74 26 19 67 85 15
Female 25 56 81 19 17 55 72 28 15 73 88 12
Male 26 55 81 19 22 52 75 25 22 61 83 18
Asian 50 45 95 5 30 60 90 10 35 53 88 12
Black 22 56 78 22 16 57 73 27 17 69 86 14
Hispanic 25 52 77 23 19 48 67 33 14 68 82 18
White 19 67 86 14 22 62 84 16 19 69 88 12
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 39 20 59 41 40 24 64 36 38 36 74 26
Students without Disabilities 22 63 86 14 16 60 76 24 13 75 88 12
Economically Disadvantaged 21 56 77 23 11 56 67 33 13 70 83 17
Not Economically Disadvantaged 29 55 84 16 32 50 82 18 26 62 88 12
English Learners 26 51 77 23 16 38 54 46 22 53 75 25
Military Connected < < < < < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 61 91 9 15 48 63 38 15 71 86 14
Female 28 68 96 4 10 45 55 45 13 71 84 16
Male 31 56 88 13 18 49 67 33 17 71 89 11
Asian < < 100 0 < < < < < < < <
Black < < < < 9 64 73 27 < < < <
Hispanic 28 66 93 7 16 41 57 43 14 72 86 14
White 21 64 86 14 7 57 64 36 7 87 93 7
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 60 30 90 10 35 24 59 41 26 47 74 26
Students without Disabilities 23 68 91 9 10 54 63 37 11 80 91 9
Economically Disadvantaged 21 68 89 11 6 51 57 43 11 73 84 16
Not Economically Disadvantaged 38 55 93 7 29 42 71 29 21 68 89 11
English Learners 30 61 91 9 13 42 55 45 19 59 78 22
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 24 53 78 22 19 57 76 24 22 61 83 17
Female 25 53 78 22 13 67 80 20 16 72 88 13
Male 23 54 77 23 24 48 73 27 26 54 80 20
Asian < < 100 0 < < 100 0 < < < <
Black 19 50 69 31 10 70 80 20 30 60 90 10
Hispanic 26 45 71 29 18 47 65 35 13 67 79 21
White 16 68 84 16 31 62 92 8 31 54 85 15
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 36 7 43 57 60 40 100 0 42 26 68 32
Students without Disabilities 22 62 84 16 11 60 72 28 16 71 87 13
Economically Disadvantaged 20 55 75 25 9 60 69 31 17 63 80 20
Not Economically Disadvantaged 28 52 80 20 32 54 86 14 28 58 86 14
English Learners 25 50 75 25 16 32 47 53 22 53 75 25
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 23 54 78 22 25 57 82 18 18 68 86 14
Female 23 53 75 25 24 54 78 22 16 77 94 6
Male 24 56 80 20 26 60 86 14 20 60 80 20
Asian < < < < < < < < < < 100 0
Black 25 58 83 17 25 44 69 31 10 80 90 10
Hispanic 23 49 72 28 23 55 79 21 18 65 82 18
White 21 67 88 13 28 67 94 6 21 64 86 14
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 29 24 53 47 33 13 47 53 50 33 83 17
Students without Disabilities 22 62 84 16 23 65 88 12 11 76 87 13
Economically Disadvantaged 21 48 69 31 18 58 76 24 11 73 84 16
Not Economically Disadvantaged 25 57 82 18 33 55 88 12 28 62 90 10
English Learners 24 48 71 29 25 33 58 42 30 40 70 30
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 12 62 74 26 14 63 77 23 20 68 88 12
Female 10 58 68 33 12 56 68 32 19 77 97 3
Male 14 66 80 20 17 71 88 12 20 60 80 20
Asian < < < < < < < < < < 100 0
Black 17 75 92 8 6 56 63 38 10 80 90 10
Hispanic 9 58 67 33 11 66 77 23 18 65 82 18
White 21 67 88 13 22 67 89 11 21 71 93 7
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 18 35 53 47 27 20 47 53 33 50 83 17
Students without Disabilities 11 68 79 21 12 71 83 17 17 72 89 11
Economically Disadvantaged 10 66 76 24 4 66 70 30 19 65 84 16
Not Economically Disadvantaged 13 61 74 26 26 60 86 14 21 72 93 7
English Learners 5 57 62 38 17 25 42 58 30 40 70 30
Military Connected < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 14 63 77 23 20 68 88 12
Female 10 58 68 33 12 56 68 32 19 77 97 3
Male 14 66 80 20 17 71 88 12 20 60 80 20
Asian < < < < < < < < < < 100 0
Black 17 75 92 8 6 56 63 38 10 80 90 10
Hispanic 9 58 67 33 11 66 77 23 18 65 82 18
White 21 67 88 13 22 67 89 11 21 71 93 7
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 18 35 53 47 27 20 47 53 33 50 83 17
Students without Disabilities 11 68 79 21 12 71 83 17 17 72 89 11
Economically Disadvantaged 10 66 76 24 4 66 70 30 19 65 84 16
Not Economically Disadvantaged 13 61 74 26 26 60 86 14 21 72 93 7
English Learners 5 57 62 38 17 25 42 58 30 40 70 30
Military Connected < < < < < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 53 83 17 50 48 98 2 34 58 92 8
Female 33 50 83 17 52 48 100 0 27 64 91 9
Male 26 57 83 17 48 48 96 4 39 55 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black 31 31 63 38 30 70 100 0 20 70 90 10
Hispanic 30 57 87 13 62 33 95 5 41 59 100 0
White 22 61 83 17 31 69 100 0 23 54 77 23
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 17 33 50 50 < < 100 0 53 33 87 13
Students without Disabilities 32 57 89 11 50 48 98 2 26 68 95 5
Economically Disadvantaged 27 45 73 27 46 50 96 4 41 55 95 5
Not Economically Disadvantaged 32 59 91 9 54 46 100 0 29 61 90 10
English Learners 26 61 87 13 < < 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 29 53 82 18 50 48 98 2 22 69 91 9
Female 32 50 82 18 52 48 100 0 20 70 90 10
Male 26 56 82 18 48 48 95 5 24 68 92 8
Asian < < 100 0 < < 100 0 < < 100 0
Black 31 31 63 38 < < 100 0 < < < <
Hispanic 26 59 85 15 65 29 94 6 24 76 100 0
White 25 56 81 19 25 75 100 0 17 58 75 25
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 32 57 89 11 50 48 98 2 26 68 95 5
Economically Disadvantaged 26 45 71 29 46 50 96 4 24 71 94 6
Not Economically Disadvantaged 32 59 90 10 55 45 100 0 21 68 89 11
English Learners 20 65 85 15 < < 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
School1-2
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 2017-20182018-20192019-2020
Pre-kindergarten11-
Kindergarten736770
Grade 1717070
Grade 2666665
Grade 3797074
Grade 4638176
Grade 5926885
Total Students445423440

< = 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 Students445423440
Female220206211
Male225217229
Asian354139
Black696972
Hispanic231221239
Native Hawaiian111
White897373
Multiple Races201816
Students with Disabilities787381
Students without Disabilities367350359
Economically Disadvantaged260239261
Not Economically Disadvantaged185184179
English Learners193182188
Not English Learners252241252
Homeless1--
Military Connected17105
< = 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 Students410464232739039
Female188202121119419
Male222262111619620
American Indian<<----
Asian341350385
Black648723627
Hispanic197262151820219
Native Hawaiian<<<<<<
White966842715
Multiple Races184173163
Students with Disabilities6212716707
Economically Disadvantaged208332561722927
English Learners18120181917413
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 <
All Other Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.2----
Asian8.716.77.99.7
Black15.833.315.566.716.320
Hispanic47.841.751.933.352.220
Native Hawaiian0.40.20.2
White22.38.32017.3
Multiple Races4.74.54.360
< = 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 Indian0.2
Asian8.77.99.7
Black15.815.516.3
Hispanic47.851.952.2
Native Hawaiian0.40.20.2
White22.32017.3
Multiple Races4.74.54.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2----
Asian8.77.99.7
Black15.815.516.3
Hispanic47.851.952.2
Native Hawaiian0.40.20.2
White22.32017.3
Multiple Races4.74.54.3
< = 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 55.958.160.2
< = 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 44.147.150.9
< = 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 86.283.486.5
< = 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
2017-201832%63%0%5%
2018-201934%59%0%7%
2019-202042%51%0%7%
< = 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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