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Shelton Park Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-648-3760
Address: 1700 Shelton Rd Virginia Beach, VA 23455
Principal: Ms. Tara M. Brewer
Superintendent: Dr. Aaron C. Spence
School Number: 300
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
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 25 60 85 15 27 61 88 13 26 64 91 9
Female 27 64 91 9 24 62 86 14 27 64 91 9
Male 23 57 80 20 30 60 89 11 26 64 90 10
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 28 62 90 10 25 56 81 19 26 63 89 11
Hispanic 26 56 82 18 22 69 91 9 17 79 96 4
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 22 65 87 13 27 60 87 13 28 63 91 9
Multiple Races 26 42 68 32 25 63 88 13 17 61 78 22
Students with Disabilities 5 35 40 60 - 42 42 58 < < < <
Students without Disabilities 27 63 91 9 29 62 91 9 27 67 94 6
Economically Disadvantaged 16 65 81 19 17 70 87 13 22 72 95 5
Not Economically Disadvantaged 34 55 90 10 36 52 88 12 31 56 86 14
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected 25 61 86 14 24 68 91 9
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 21 60 81 19 18 71 89 11 17 73 90 10
Female 20 56 76 24 19 67 85 15 17 76 93 7
Male 21 64 86 14 18 75 93 7 17 70 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 19 56 75 25 9 91 100 0 < < 100 0
White 13 65 78 22 21 67 88 12 21 67 88 13
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 23 63 85 15 19 71 90 10 18 76 94 6
Economically Disadvantaged 17 62 79 21 10 76 86 14 21 79 100 0
Not Economically Disadvantaged 25 58 83 17 27 65 92 8 14 68 82 18
English Learners < < < < < < 100 0 < < 100 0
Military Connected 18 73 90 10 18 72 90 10
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 24 62 86 14 28 62 90 10 25 67 92 8
Female 20 80 100 0 13 70 83 17 30 61 91 9
Male 28 44 72 28 41 56 96 4 21 71 93 7
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 73 82 18 < < 100 0 < < 100 0
Hispanic < < < < 17 67 83 17 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 20 68 88 13 23 64 86 14 25 69 94 6
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 27 66 94 6 29 65 94 6 23 69 92 8
Economically Disadvantaged 13 71 84 16 21 71 92 8 24 69 93 7
Not Economically Disadvantaged 36 52 88 12 35 54 88 12 27 64 91 9
English Learners < < < < < < < <
Military Connected 34 52 86 14 19 75 94 6
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 30 58 88 12 35 49 84 16 38 51 89 11
Female 43 50 93 7 38 50 88 12 35 52 87 13
Male 17 66 83 17 31 48 79 21 41 50 91 9
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 36 55 91 9 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 32 61 93 7 35 50 85 15 40 50 90 10
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 31 61 92 8 40 50 90 10 40 55 95 5
Economically Disadvantaged 19 59 78 22 22 61 83 17 22 70 91 9
Not Economically Disadvantaged 40 57 97 3 44 41 84 16 55 32 86 14
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected 26 55 82 18 37 53 90 10
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 24 59 84 16 30 58 88 12 24 70 94 6
Female 23 66 90 10 29 55 83 17 23 68 91 9
Male 26 52 78 22 32 61 93 7 25 73 97 3
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 71 82 18 19 63 81 19 26 63 89 11
Hispanic 21 64 85 15 30 58 88 12 13 83 96 4
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 29 54 83 17 31 59 90 10 24 70 93 7
Multiple Races 22 56 78 22 24 59 82 18 11 83 94 6
Students with Disabilities - 44 44 56 17 33 50 50 < < < <
Students without Disabilities 27 61 88 12 32 60 91 9 25 72 97 3
Economically Disadvantaged 16 60 76 24 27 61 88 12 21 74 95 5
Not Economically Disadvantaged 34 58 92 8 33 55 88 12 26 67 93 7
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected 31 56 87 13 22 72 94 6
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 63 81 19 27 64 91 9 31 62 92 8
Female 8 67 75 25 33 52 85 15 28 62 90 10
Male 25 61 86 14 21 75 96 4 35 61 96 4
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 19 63 81 19 45 55 100 0 < < 100 0
White 14 64 77 23 28 66 94 6 38 54 92 8
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 19 67 85 15 27 65 92 8 33 63 96 4
Economically Disadvantaged 18 54 71 29 24 69 93 7 29 67 96 4
Not Economically Disadvantaged 17 75 92 8 31 58 88 12 32 57 89 11
English Learners < < < < < < 100 0 < < 100 0
Military Connected 25 65 90 10 31 64 95 5
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 29 56 84 16 31 53 84 16 20 80 100 0
Female 26 71 97 3 17 54 71 29 30 70 100 0
Male 31 40 71 29 44 52 96 4 11 89 100 0
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 70 80 20 < < < < < < 100 0
Hispanic < < < < 8 69 77 23 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 33 53 85 15 36 50 86 14 13 88 100 0
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 33 57 90 10 33 55 88 12 21 79 100 0
Economically Disadvantaged 19 62 81 19 24 56 80 20 24 76 100 0
Not Economically Disadvantaged 39 48 88 12 38 50 88 12 14 86 100 0
English Learners < < < < < < 100 0
Military Connected 33 50 83 17 17 83 100 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 26 59 85 15 33 56 89 11 20 69 89 11
Female 33 59 93 7 35 58 92 8 9 74 83 17
Male 19 59 78 22 31 55 86 14 32 64 95 5
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 73 82 18 < < < < < < 100 0
Hispanic < < < < < < < < < < < <
White 37 48 85 15 29 59 88 12 25 60 85 15
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 29 59 88 12 35 58 94 6 21 74 95 5
Economically Disadvantaged 8 64 72 28 35 57 91 9 9 78 87 13
Not Economically Disadvantaged 41 55 97 3 31 56 88 13 32 59 91 9
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected 34 53 87 13 17 70 87 13
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 22 59 81 19 15 73 87 13 20 64 84 16
Female 25 64 89 11 8 81 88 12 9 65 74 26
Male 19 54 73 27 21 66 86 14 32 64 95 5
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 82 82 18 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 23 69 92 8 9 76 85 15 25 65 90 10
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 24 65 90 10 17 77 94 6 21 69 90 10
Economically Disadvantaged 16 52 68 32 9 83 91 9 13 70 83 17
Not Economically Disadvantaged 28 66 93 7 19 66 84 16 27 59 86 14
English Learners < < 100 0 < < < <
Homeless < < < <
Military Connected 8 76 84 16 23 63 87 13
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 22 59 81 19 15 73 87 13 20 64 84 16
Female 25 64 89 11 8 81 88 12 9 65 74 26
Male 19 54 73 27 21 66 86 14 32 64 95 5
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 82 82 18 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 23 69 92 8 9 76 85 15 25 65 90 10
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 24 65 90 10 17 77 94 6 21 69 90 10
Economically Disadvantaged 16 52 68 32 9 83 91 9 13 70 83 17
Not Economically Disadvantaged 28 66 93 7 19 66 84 16 27 59 86 14
English Learners < < 100 0 < < < <
Homeless < < < <
Military Connected 8 76 84 16 23 63 87 13
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 38 51 89 11 27 56 84 16 30 57 86 14
Female 32 60 92 8 19 73 92 8 14 59 73 27
Male 43 43 86 14 34 41 76 24 45 55 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 45 45 91 9 < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 46 42 88 12 24 59 82 18 25 55 80 20
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 43 51 94 6 31 60 92 8 32 61 93 7
Economically Disadvantaged 24 60 84 16 22 61 83 17 18 73 91 9
Not Economically Disadvantaged 50 43 93 7 31 53 84 16 41 41 82 18
Homeless < < 100 0
Military Connected 24 61 84 16 31 52 83 17
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 38 51 89 11 27 56 84 16 30 57 86 14
Female 32 60 92 8 19 73 92 8 14 59 73 27
Male 43 43 86 14 34 41 76 24 45 55 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 45 45 91 9 < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 46 42 88 12 24 59 82 18 25 55 80 20
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 43 51 94 6 31 60 92 8 32 61 93 7
Economically Disadvantaged 24 60 84 16 22 61 83 17 18 73 91 9
Not Economically Disadvantaged 50 43 93 7 31 53 84 16 41 41 82 18
Homeless < < 100 0
Military Connected 24 61 84 16 31 52 83 17
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-
Division150113112
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten696747
Kindergarten727961
Grade 1676774
Grade 2625859
Grade 3556148
Grade 4544855
Grade 5534941
Total Students432429385

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

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students432429385
Female191191180
Male241238205
American Indian211
Asian171412
Black715954
Hispanic706368
Native Hawaiian336
White220245196
Multiple Races494448
Students with Disabilities788172
Students without Disabilities354348313
Economically Disadvantaged199202129
Not Economically Disadvantaged233227256
English Learners121415
Not English Learners420415370
Homeless1--
Military Connected303302268
< = 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 Students352313351732430
Female171131501014313
Male18118185718117
American Indian<<<<<<
Asian<<<<92
Black675490543
Hispanic636676458
Native Hawaiian<<<<<<
White17414173817316
Multiple Races365382391
Students with Disabilities343361345
Economically Disadvantaged17816161517117
English Learners<<91102
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 11
Other Offenses Against Persons 13

< = 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--0.20.5
Asian2.42.13.9
Black23.250171016.4
Hispanic17.37.1222016.233.3
Native Hawaiian0.70.20.7
White46.535.748.27050.966.7
Multiple Races107.110.211.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.5
Asian2.42.13.9
Black23.21716.4
Hispanic17.32216.2
Native Hawaiian0.70.20.7
White46.548.250.9
Multiple Races1010.211.3
< = 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--0.20.5
Asian2.42.13.9
Black23.21716.4
Hispanic17.32216.2
Native Hawaiian0.70.20.7
White46.548.250.9
Multiple Races1010.211.3
< = 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 53.645.544.9
< = 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 61.364.853.5
< = 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 81.778.271.9
< = 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
2017-201850%50%0%0%
2018-201939%61%0%0%
2019-202039%61%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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