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

Signal Hill Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-530-7541
Address: 9553 Birmingham Dr Manassas, VA 20111
Principal: Ms. Carrie Webb
Superintendent: Dr. Steven L. Walts
School Number: 500
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 21 57 78 22 22 57 79 21 17 56 74 26
Female 25 59 84 16 27 55 83 17 19 59 78 22
Male 17 56 73 27 16 59 75 25 16 53 69 31
American Indian < < 100 0 < < 100 0
Asian 21 55 76 24 30 52 82 18 12 73 85 15
Black 3 72 75 25 24 55 79 21 8 67 75 25
Hispanic 21 44 65 35 17 51 68 32 9 43 52 48
Native Hawaiian < < < < < < < <
White 26 62 88 12 24 62 86 14 25 59 84 16
Multiple Races 11 50 61 39 14 55 68 32 19 62 81 19
Students with Disabilities 13 55 68 32 22 41 62 38 15 47 62 38
Students without Disabilities 23 57 80 20 22 61 82 18 18 58 76 24
Economically Disadvantaged 7 52 59 41 14 45 59 41 7 44 52 48
Not Economically Disadvantaged 27 59 86 14 26 63 89 11 22 62 84 16
English Learners 7 50 57 43 10 43 53 47 4 30 34 66
Homeless < < < < < < 100 0
Military Connected 25 50 75 25 29 53 82 18
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 59 77 23 15 61 76 24 15 52 67 33
Female 16 65 82 18 20 58 77 23 19 55 74 26
Male 20 53 73 27 10 64 75 25 9 48 57 43
Asian < < < < 23 69 92 8 9 82 91 9
Black < < < < 8 50 58 42 < < < <
Hispanic 22 38 59 41 5 59 64 36 - 36 36 64
White 21 66 88 13 23 61 84 16 21 57 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities 29 36 64 36 9 55 64 36 4 43 48 52
Students without Disabilities 17 62 79 21 16 61 77 23 17 54 71 29
Economically Disadvantaged 10 50 60 40 9 46 54 46 5 45 50 50
Not Economically Disadvantaged 24 64 88 12 19 69 88 12 20 55 75 25
English Learners 6 55 61 39 5 45 50 50 - 33 33 67
Military Connected < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 63 80 20 17 59 76 24 16 60 76 24
Female 22 69 91 9 21 64 86 14 18 62 79 21
Male 13 58 70 30 14 55 68 32 13 59 72 28
Asian 20 70 90 10 < < < < 15 69 85 15
Black 8 67 75 25 20 70 90 10 - 75 75 25
Hispanic 21 43 64 36 14 51 65 35 5 54 59 41
Native Hawaiian < < < <
White 16 72 89 11 19 65 84 16 29 58 87 13
Multiple Races < < < < < < < < 10 80 90 10
Students with Disabilities - 65 65 35 20 33 53 47 9 55 64 36
Students without Disabilities 22 62 84 16 16 67 84 16 16 61 77 23
Economically Disadvantaged - 54 54 46 11 49 60 40 5 45 50 50
Not Economically Disadvantaged 21 65 86 14 21 65 86 14 21 68 89 11
English Learners 4 52 57 43 8 56 64 36 5 33 38 62
Homeless < < < < < < 100 0
Military Connected < < < < < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 50 78 22 32 51 83 17 21 57 78 22
Female 36 44 80 20 41 44 86 14 20 63 82 18
Male 20 55 75 25 24 57 81 19 22 53 75 25
American Indian < < 100 0
Asian 27 27 55 45 46 38 85 15 < < < <
Black - 75 75 25 38 50 88 13 13 73 87 13
Hispanic 19 52 71 29 34 41 75 25 21 38 59 41
White 40 48 88 12 29 61 90 10 25 62 87 13
Multiple Races < < < < < < < < < < < <
Students with Disabilities 19 56 75 25 29 43 71 29 25 47 72 28
Students without Disabilities 30 49 78 22 33 53 86 14 20 60 80 20
Economically Disadvantaged 9 54 63 37 21 40 62 38 13 43 55 45
Not Economically Disadvantaged 37 48 84 16 37 56 93 7 25 63 88 12
English Learners 9 44 53 47 23 15 38 62 9 18 27 73
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 30 50 81 19 26 54 80 20 21 62 83 17
Female 34 50 84 16 25 52 77 23 21 58 80 20
Male 27 51 78 22 27 56 83 17 20 66 86 14
American Indian < < 100 0 < < 100 0
Asian 41 55 97 3 33 61 94 6 21 76 97 3
Black 19 53 72 28 13 66 79 21 11 69 81 19
Hispanic 22 42 64 36 18 44 61 39 12 58 69 31
Native Hawaiian < < 100 0 < < 100 0
White 37 51 88 12 34 54 88 12 27 62 89 11
Multiple Races 11 72 83 17 14 68 82 18 35 50 85 15
Students with Disabilities 23 43 66 34 31 37 68 32 23 55 77 23
Students without Disabilities 32 52 84 16 25 58 82 18 20 64 84 16
Economically Disadvantaged 10 47 56 44 14 47 61 39 12 55 67 33
Not Economically Disadvantaged 39 52 91 9 33 57 90 10 25 65 90 10
English Learners 15 45 60 40 12 35 47 53 8 48 56 44
Homeless < < < < < < < <
Military Connected 25 63 88 13 47 35 82 18
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 58 76 24 12 65 77 23 18 65 83 17
Female 20 54 74 26 11 59 70 30 22 64 85 15
Male 16 61 77 23 12 73 85 15 14 66 80 20
Asian < < 100 0 23 69 92 8 17 83 100 0
Black < < < < - 58 58 42 < < < <
Hispanic 18 39 58 42 5 49 54 46 6 61 67 33
White 22 62 84 16 16 73 89 11 24 66 90 10
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 21 43 64 36 18 55 73 27 9 74 83 17
Students without Disabilities 17 60 78 22 11 66 77 23 21 63 83 17
Economically Disadvantaged 9 44 53 47 7 48 54 46 7 65 72 28
Not Economically Disadvantaged 23 67 90 10 14 75 89 11 24 64 89 11
English Learners 12 45 58 42 5 32 36 64 6 44 50 50
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 48 81 19 23 55 78 22 16 62 77 23
Female 42 47 89 11 21 55 77 23 15 57 72 28
Male 24 49 73 27 25 54 78 22 16 67 84 16
Asian 50 50 100 0 < < 100 0 23 69 92 8
Black 25 50 75 25 - 90 90 10 - 75 75 25
Hispanic 21 36 57 43 11 49 59 41 2 61 63 37
Native Hawaiian < < 100 0
White 38 52 90 10 34 49 84 16 25 58 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities 12 54 65 35 28 24 52 48 18 55 73 27
Students without Disabilities 38 47 85 15 22 64 86 14 15 62 78 22
Economically Disadvantaged - 39 39 61 11 49 60 40 7 48 55 45
Not Economically Disadvantaged 40 51 91 9 30 58 88 12 20 69 88 12
English Learners 9 39 48 52 12 52 64 36 5 48 52 48
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 45 85 15 43 42 85 15 28 60 88 12
Female 39 48 87 13 44 40 84 16 29 54 82 18
Male 42 42 84 16 41 44 85 15 28 64 92 8
American Indian < < 100 0
Asian 55 36 91 9 46 46 92 8 < < 100 0
Black 25 50 75 25 31 56 88 13 20 73 93 7
Hispanic 26 52 77 23 41 31 72 28 26 51 77 23
White 50 40 90 10 50 42 92 8 32 60 92 8
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 44 25 69 31 39 43 82 18 34 41 75 25
Students without Disabilities 40 49 88 12 44 42 85 15 26 66 92 8
Economically Disadvantaged 17 54 71 29 24 45 69 31 23 53 75 25
Not Economically Disadvantaged 50 41 91 9 52 40 92 8 30 63 93 7
English Learners 23 49 71 29 23 8 31 69 18 55 73 27
Military Connected < < 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 20 48 69 31 26 59 85 15 23 55 77 23
Female 19 48 68 32 25 56 81 19 21 59 80 20
Male 21 48 70 30 26 62 88 12 24 51 75 25
American Indian < < 100 0
Asian 27 27 55 45 31 62 92 8 < < < <
Black - 58 58 42 25 63 88 13 27 67 93 7
Hispanic 3 44 47 53 25 53 78 22 10 54 64 36
White 31 55 86 14 27 65 92 8 30 49 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities 19 44 63 38 18 54 71 29 22 38 59 41
Students without Disabilities 21 49 70 30 28 60 88 12 23 60 83 17
Economically Disadvantaged 6 36 42 58 12 52 64 36 5 58 63 38
Not Economically Disadvantaged 27 54 80 20 33 62 94 6 30 53 84 16
English Learners 11 20 31 69 15 31 46 54 9 55 64 36
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 20 48 69 31 26 59 85 15 23 55 77 23
Female 19 48 68 32 25 56 81 19 21 59 80 20
Male 21 48 70 30 26 62 88 12 24 51 75 25
American Indian < < 100 0
Asian 27 27 55 45 31 62 92 8 < < < <
Black - 58 58 42 25 63 88 13 27 67 93 7
Hispanic 3 44 47 53 25 53 78 22 10 54 64 36
White 31 55 86 14 27 65 92 8 30 49 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities 19 44 63 38 18 54 71 29 22 38 59 41
Students without Disabilities 21 49 70 30 28 60 88 12 23 60 83 17
Economically Disadvantaged 6 36 42 58 12 52 64 36 5 58 63 38
Not Economically Disadvantaged 27 54 80 20 33 62 94 6 30 53 84 16
English Learners 11 20 31 69 15 31 46 54 9 55 64 36
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 24 57 81 19 20 58 79 21 33 54 87 13
Female 21 60 81 19 23 56 79 21 29 59 88 12
Male 27 55 82 18 18 60 78 22 38 49 87 13
Asian < < 100 0 < < 100 0 50 50 100 0
Black 30 70 100 0 10 80 90 10 36 45 82 18
Hispanic 13 57 70 30 9 55 64 36 11 71 82 18
Native Hawaiian < < 100 0
White 26 55 81 19 27 55 82 18 43 45 88 12
Multiple Races < < < < < < < < 30 60 90 10
Students with Disabilities 9 50 59 41 18 27 45 55 < < < <
Students without Disabilities 28 59 87 13 21 67 88 12 34 55 88 12
Economically Disadvantaged - 47 47 53 9 50 59 41 11 63 74 26
Not Economically Disadvantaged 28 59 87 13 25 62 87 13 40 51 92 8
English Learners 8 75 83 17 < < < < < < 100 0
Homeless < < < <
Military Connected < < < < < < < <
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 24 57 81 19 20 58 78 22 33 55 87 13
Female 21 60 81 19 21 57 79 21 29 59 88 12
Male 27 55 82 18 19 59 78 22 37 50 87 13
Asian < < 100 0 < < 100 0 50 50 100 0
Black 30 70 100 0 10 80 90 10 36 45 82 18
Hispanic 13 57 70 30 10 52 62 38 7 74 81 19
Native Hawaiian < < 100 0
White 26 55 81 19 27 55 82 18 43 45 88 12
Multiple Races < < < < < < < < 30 60 90 10
Students with Disabilities 9 50 59 41 15 25 40 60 < < < <
Students without Disabilities 28 59 87 13 21 67 88 12 34 55 88 12
Economically Disadvantaged - 47 47 53 7 50 57 43 8 65 73 27
Not Economically Disadvantaged 28 59 87 13 25 62 87 13 40 51 92 8
English Learners 8 75 83 17 < < < < < < 100 0
Homeless < < < <
Military Connected < < < < < < < <
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
School531
Division544285416
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

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

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Pre-kindergarten343731
Kindergarten109105115
Grade 111510799
Grade 2109116109
Grade 3127108116
Grade 4130126104
Grade 5126131122
Total Students750730696

< = 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 Students750730696
Female356352345
Male394378351
American Indian1--
Asian667574
Black736276
Hispanic213214217
Native Hawaiian12-
White356333285
Multiple Races404444
Students with Disabilities124106111
Students without Disabilities626624585
Economically Disadvantaged206209214
Not Economically Disadvantaged544521482
English Learners154160163
Not English Learners596570533
Homeless246
Military Connected172433
< = 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 Students6321006568263682
Female310543264030641
Male322463304233041
American Indian--<<<<
Asian491355115410
Black547725636
Hispanic168331713317528
Native Hawaiian<<<<<<
White327373222931129
Multiple Races349344319
Students with Disabilities751975237419
Economically Disadvantaged174492123919337
English Learners142281372412726
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 <
Weapons 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 Indian--0.10.1
Asian8.58.712.58.8
Black8.615.49.69.7
Hispanic26.423.127.72528.425
Native Hawaiian0.10.10.1
White50.238.547.862.547.537.5
Multiple Races6.223.15.95.337.5
< = 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 Indian0.10.1
Asian8.58.78.8
Black8.69.69.7
Hispanic26.427.728.4
Native Hawaiian0.10.10.1
White50.247.847.5
Multiple Races6.25.95.3
< = 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--0.10.1
Asian8.58.78.8
Black8.69.69.7
Hispanic26.427.728.4
Native Hawaiian0.10.10.1
White50.247.847.5
Multiple Races6.25.95.3
< = 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 27.529.329.9
< = 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 40.538.937
< = 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 77.874.574.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

2015-2016 school data (CSV)
2015-2016 school data (Excel)
Code Book
User Guide
Usage Agreement

Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201832%66%0%2%
2018-201932%65%0%3%
2019-202034%61%0%5%
< = 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​​​
Signal Hill Elementary to top