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Silverbrook Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-690-5100
Address: 9350 Crosspointe Dr Fairfax Station, VA 22039
Principal: Ms. Melaney Mackin
Superintendent: Dr. Scott S. Brabrand
School Number: 1680
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
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

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level Two Level One
White Level One Level One

18.28% of the students in this school were chronically absent.

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 30 57 87 13 28 60 87 13 26 61 87 13
Female 35 53 88 12 36 53 90 10 35 56 91 9
Male 25 61 86 14 19 66 85 15 18 65 83 17
American Indian < < 100 0
Asian 33 54 88 13 26 62 88 12 24 60 84 16
Black 6 62 68 32 19 43 62 38 12 61 73 27
Hispanic 15 63 79 21 13 65 78 22 13 70 83 17
White 33 58 90 10 29 63 91 9 30 59 89 11
Multiple Races 54 38 92 8 51 37 89 11 31 62 93 7
Students with Disabilities 14 53 67 33 17 48 65 35 18 44 62 38
Students without Disabilities 33 57 90 10 29 61 90 10 27 64 91 9
Economically Disadvantaged 18 53 70 30 15 56 71 29 10 61 71 29
Not Economically Disadvantaged 32 57 89 11 29 60 89 11 28 61 88 12
English Learners 18 56 75 25 5 26 32 68 4 32 36 64
Military Connected 36 59 95 5 30 61 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 22 62 84 16 24 61 85 15 22 66 88 12
Female 28 59 87 13 29 61 89 11 28 54 82 18
Male 15 65 80 20 20 61 81 19 18 75 93 7
American Indian < < 100 0
Asian 27 53 80 20 21 58 79 21 13 57 70 30
Black < < < < < < < < 17 83 100 0
Hispanic 18 64 82 18 7 50 57 43 < < 100 0
White 24 63 87 13 25 70 95 5 28 62 90 10
Multiple Races < < < < 45 36 82 18 23 69 92 8
Students with Disabilities 6 63 69 31 15 50 65 35 15 62 77 23
Students without Disabilities 24 62 86 14 25 63 88 12 23 66 89 11
Economically Disadvantaged < < < < 9 55 64 36 10 80 90 10
Not Economically Disadvantaged 22 62 85 15 25 62 87 13 23 64 88 12
English Learners < < < < < < < < 8 50 58 42
Military Connected 34 59 93 7 24 71 95 5
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 65 88 12 20 67 87 13 21 63 84 16
Female 23 64 88 13 25 65 90 10 26 68 94 6
Male 21 67 88 12 13 70 82 18 17 60 77 23
Asian 29 63 92 8 24 76 100 0 11 79 89 11
Black 20 60 80 20 < < < < < < < <
Hispanic 17 67 83 17 < < < < 6 59 65 35
White 20 67 87 13 22 68 90 10 25 64 89 11
Multiple Races < < 100 0 < < < < 42 42 83 17
Students with Disabilities 17 44 61 39 27 47 73 27 15 40 55 45
Students without Disabilities 23 69 92 8 19 70 88 12 22 68 89 11
Economically Disadvantaged 8 58 67 33 < < < < 10 50 60 40
Not Economically Disadvantaged 24 66 90 10 21 67 88 12 21 64 86 14
English Learners 14 71 86 14 < < < < < < < <
Military Connected 31 65 96 4 25 63 88 13
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 36 51 87 13 39 46 86 14 38 50 88 12
Female 41 48 90 10 51 37 87 13 49 47 96 4
Male 30 54 84 16 27 56 84 16 25 54 80 20
Asian 29 50 79 21 33 50 83 17 44 56 100 0
Black < < < < 45 27 73 27 20 40 60 40
Hispanic 12 59 71 29 17 67 83 17 < < < <
White 43 50 93 7 41 47 88 12 38 51 89 11
Multiple Races < < 100 0 60 30 90 10 < < 100 0
Students with Disabilities 23 46 69 31 14 43 57 43 29 47 76 24
Students without Disabilities 37 52 89 11 44 47 91 9 39 51 90 10
Economically Disadvantaged 25 42 67 33 27 40 67 33 < < < <
Not Economically Disadvantaged 37 52 89 11 41 47 88 12 39 51 89 11
English Learners 14 52 67 33 < < < < < < < <
Military Connected 48 48 96 4 46 46 92 8
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
All Students 42 49 91 9 28 63 92 8 23 64 87 13
Female 48 40 88 12 42 50 92 8 33 57 90 10
Male 36 58 93 7 14 78 92 8 13 71 84 16
Asian 47 47 95 5 25 69 94 6 30 52 83 17
Black < < < < < < < < 8 58 67 33
Hispanic 17 67 83 17 10 75 85 15 8 85 92 8
White 46 49 96 4 29 63 93 7 26 63 89 11
Multiple Races < < < < < < 100 0 25 75 100 0
Students with Disabilities 10 60 70 30 10 60 70 30 14 33 48 52
Students without Disabilities 45 48 93 7 30 64 94 6 25 70 95 5
Economically Disadvantaged 20 60 80 20 16 63 79 21 - 64 64 36
Not Economically Disadvantaged 44 48 92 8 31 63 94 6 26 64 90 10
English Learners 25 55 80 20 < < < < < < < <
Military Connected 30 65 96 4 30 63 93 7
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 35 55 90 10 33 57 90 10 32 61 93 7
Female 37 52 89 11 36 56 92 8 32 63 95 5
Male 33 58 91 9 30 58 88 12 32 59 91 9
American Indian < < 100 0
Asian 38 51 89 11 28 64 92 8 31 65 96 4
Black 9 62 71 29 14 57 70 30 12 61 73 27
Hispanic 12 73 85 15 16 68 84 16 11 81 91 9
White 40 53 93 7 36 57 93 7 38 57 94 6
Multiple Races 58 38 96 4 63 29 91 9 38 57 95 5
Students with Disabilities 16 55 71 29 18 48 67 33 21 48 69 31
Students without Disabilities 38 55 92 8 35 59 94 6 34 63 97 3
Economically Disadvantaged 8 60 68 33 17 58 75 25 15 59 73 27
Not Economically Disadvantaged 38 54 92 8 35 57 92 8 34 61 94 6
English Learners 15 63 79 21 5 55 60 40 4 69 73 27
Military Connected 40 55 96 4 42 53 95 5
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 62 92 8 34 57 91 9 42 57 99 1
Female 37 54 91 9 38 57 95 5 38 62 100 0
Male 22 71 93 7 31 57 88 12 45 54 99 1
American Indian < < 100 0
Asian 33 60 93 7 26 68 95 5 26 74 100 0
Black < < < < < < < < 33 58 92 8
Hispanic 9 82 91 9 14 57 71 29 < < 100 0
White 36 62 98 2 38 59 97 3 53 47 100 0
Multiple Races < < < < 55 27 82 18 38 62 100 0
Students with Disabilities 13 63 75 25 20 55 75 25 15 85 100 0
Students without Disabilities 33 62 94 6 36 58 94 6 45 54 99 1
Economically Disadvantaged < < < < 27 55 82 18 20 70 90 10
Not Economically Disadvantaged 31 62 92 8 34 58 92 8 44 56 100 0
English Learners < < < < < < < < 8 92 100 0
Military Connected 36 57 93 7 62 38 100 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 31 55 85 15 30 57 87 13 30 61 91 9
Female 28 53 81 19 33 52 85 15 32 64 96 4
Male 33 56 89 11 27 63 89 11 28 59 87 13
Asian 21 58 79 21 24 71 94 6 37 63 100 0
Black 10 80 90 10 < < < < < < < <
Hispanic 8 83 92 8 20 70 90 10 - 82 82 18
White 39 46 84 16 34 56 90 10 33 59 92 8
Multiple Races < < 100 0 < < < < 50 42 92 8
Students with Disabilities 22 39 61 39 13 53 67 33 25 45 70 30
Students without Disabilities 32 57 89 11 32 57 89 11 31 64 95 5
Economically Disadvantaged 8 42 50 50 < < < < 10 60 70 30
Not Economically Disadvantaged 33 56 89 11 31 57 89 11 31 61 93 7
English Learners 14 57 71 29 < < < < < < < <
Military Connected 37 56 93 7 33 58 90 10
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 9 61 70 30 16 60 76 24 11 80 91 9
Female 4 58 63 38 12 76 88 12 3 85 88 12
Male 12 64 76 24 20 46 66 34 18 75 93 8
Asian < < < < 8 58 67 33 - 100 100 0
Black < < < < < < < < - 60 60 40
Hispanic - 62 62 38 9 73 82 18 < < 100 0
White 13 63 77 23 22 56 78 22 16 77 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < 17 22 39 61 15 62 77 23
Students without Disabilities 10 63 73 27 16 74 90 10 10 84 93 7
Economically Disadvantaged - 55 55 45 18 27 45 55 < < < <
Not Economically Disadvantaged 11 63 74 26 16 67 82 18 12 81 93 7
English Learners - 61 61 39 < < < < < < < <
Military Connected < < 100 0 10 80 90 10
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 58 97 3 31 66 97 3 23 64 87 13
Female 45 53 98 2 32 64 97 3 26 66 91 9
Male 31 65 96 4 29 68 97 3 20 62 82 18
Asian 42 58 100 0 20 80 100 0 26 63 89 11
Black < < < < 27 73 100 0 - 60 60 40
Hispanic 27 67 93 7 12 76 88 12 8 85 92 8
White 41 57 99 1 35 62 97 3 31 59 89 11
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 17 75 92 8 27 64 91 9 14 27 41 59
Students without Disabilities 42 56 98 2 31 66 97 3 25 72 97 3
Economically Disadvantaged < < < < 10 80 90 10 21 50 71 29
Not Economically Disadvantaged 42 56 98 2 35 63 98 2 23 66 89 11
English Learners 13 87 100 0 < < < < < < < <
Military Connected 44 56 100 0 31 66 97 3
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 70 30 100 0 65 35 100 0 64 34 98 2
Female 63 37 100 0 70 30 100 0 67 30 97 3
Male 76 24 100 0 57 43 100 0 62 38 100 0
Asian 79 21 100 0 < < 100 0 67 25 92 8
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 69 31 100 0 55 45 100 0 64 36 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 70 30 100 0 67 33 100 0 62 36 98 2
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 73 27 100 0 67 33 100 0 67 33 100 0
Military Connected 67 33 100 0 92 8 100 0
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 30 54 84 16 23 54 77 23 21 68 89 11
Female 41 45 86 14 21 59 79 21 21 70 91 9
Male 19 63 82 18 26 49 75 25 20 66 86 14
Asian 21 50 71 29 17 57 74 26 22 78 100 0
Black < < < < 9 55 64 36 10 40 50 50
Hispanic 18 47 65 35 8 42 50 50 < < 100 0
White 29 63 93 7 28 57 85 15 22 70 92 8
Multiple Races < < 100 0 40 40 80 20 < < < <
Students with Disabilities 15 54 69 31 15 30 45 55 6 65 71 29
Students without Disabilities 32 54 86 14 25 59 84 16 23 69 92 8
Economically Disadvantaged 8 33 42 58 7 47 53 47 < < < <
Not Economically Disadvantaged 33 56 89 11 26 55 81 19 21 69 90 10
English Learners - 57 57 43 < < < < < < < <
Military Connected 36 52 88 12 50 46 96 4
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 30 54 84 16 23 54 77 23 21 68 89 11
Female 41 45 86 14 21 59 79 21 21 70 91 9
Male 19 63 82 18 26 49 75 25 20 66 86 14
Asian 21 50 71 29 17 57 74 26 22 78 100 0
Black < < < < 9 55 64 36 10 40 50 50
Hispanic 18 47 65 35 8 42 50 50 < < 100 0
White 29 63 93 7 28 57 85 15 22 70 92 8
Multiple Races < < 100 0 40 40 80 20 < < < <
Students with Disabilities 15 54 69 31 15 30 45 55 6 65 71 29
Students without Disabilities 32 54 86 14 25 59 84 16 23 69 92 8
Economically Disadvantaged 8 33 42 58 7 47 53 47 < < < <
Not Economically Disadvantaged 33 56 89 11 26 55 81 19 21 69 90 10
English Learners - 57 57 43 < < < < < < < <
Military Connected 36 52 88 12 50 46 96 4
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 43 81 19 45 44 88 12 25 60 85 15
Female 41 41 83 17 40 49 89 11 23 72 94 6
Male 35 45 80 20 50 38 88 13 27 51 78 22
Asian 29 57 86 14 41 53 94 6 42 42 84 16
Black 20 60 80 20 < < < < < < < <
Hispanic 25 50 75 25 < < 100 0 - 71 71 29
White 43 37 80 20 44 47 91 9 28 61 88 12
Multiple Races < < 100 0 < < < < 17 75 92 8
Students with Disabilities 6 50 56 44 27 27 53 47 15 45 60 40
Students without Disabilities 43 42 85 15 47 46 93 7 27 62 89 11
Economically Disadvantaged 20 30 50 50 < < < < 10 50 60 40
Not Economically Disadvantaged 40 44 84 16 46 44 90 10 26 60 87 13
English Learners 28 44 72 28 < < < < < < < <
Military Connected 62 31 92 8 35 55 90 10
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 39 42 81 19 45 44 89 11 25 60 85 15
Female 41 41 83 17 40 49 89 11 23 72 94 6
Male 36 43 79 21 51 38 89 11 27 51 78 22
Asian 30 55 85 15 41 53 94 6 42 42 84 16
Black 20 60 80 20 < < < < < < < <
Hispanic 25 50 75 25 < < 100 0 - 71 71 29
White 43 36 80 20 45 47 92 8 28 61 88 12
Multiple Races < < 100 0 < < < < 17 75 92 8
Students with Disabilities 7 43 50 50 29 29 57 43 15 45 60 40
Students without Disabilities 43 42 85 15 47 46 93 7 27 62 89 11
Economically Disadvantaged 20 30 50 50 < < < < 10 50 60 40
Not Economically Disadvantaged 41 43 84 16 47 44 91 9 26 60 87 13
English Learners 28 44 72 28 < < < < < < < <
Military Connected 62 31 92 8 35 55 90 10
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
Civics & Econ 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
< = 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-12
Division1,2568501,072
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
Kindergarten9910085
Grade 1116109114
Grade 2112121114
Grade 3128118128
Grade 4129135119
Grade 5126128127
Grade 6122127134
Total Students832838821

< = 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 Students832838821
Female410394378
Male422444443
American Indian111
Asian122116107
Black586156
Hispanic768584
Native Hawaiian1--
White506503498
Multiple Races687275
Students with Disabilities90108105
Students without Disabilities742730716
Economically Disadvantaged768266
Not Economically Disadvantaged756756755
English Learners928372
Not English Learners740755749
Homeless1--
Military Connected186184167
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

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 Students759498072979936
Female364363862336924
Male39513421643012
American Indian<<<<<<
Asian112512221144
Black544563571
Hispanic69107011788
Native Hawaiian<<<<--
White472274901247922
Multiple Races493671701
Students with Disabilities83694410210
Economically Disadvantaged6077476710
English Learners955838756
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 <
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 Indian0.10.10.1
Asian14.414.75013.816.7
Black7.37257.3
Hispanic9.59.12510.150
Native Hawaiian0.20.1--
White62.110060.86033.3
Multiple Races6.48.28.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian14.414.713.8
Black7.377.3
Hispanic9.59.110.1
Native Hawaiian0.20.1
White62.160.860
Multiple Races6.48.28.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian14.414.713.8
Black7.377.3
Hispanic9.59.110.1
Native Hawaiian0.20.1--
White62.160.860
Multiple Races6.48.28.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 7.99.28.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 106.216.7
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 76.56771.2
< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201743%56%2%-1%
2017-201841%58%2%-1%
2018-201937%60%1%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesNoYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students87%87%73%75%
Asian84%87%87%75%
Black73%68%60%75%
Hispanic83%80%63%75%
White90%91%81%75%
Economically Disadvantaged71%71%62%75%
English Learners65%72%53%75%
Students with Disabilities63%65%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students93%91%74%70%
Asian96%93%89%70%
Black73%72%60%70%
Hispanic91%87%64%70%
White94%94%81%70%
Economically Disadvantaged73%72%63%70%
English Learners85%81%57%70%
Students with Disabilities70%69%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students89%
Asian95%
Black50%
Hispanic<
White93%
Economically Disadvantaged<
English Learners70%
Students with Disabilities71%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students89%95%
Asian87%98%
Black76%83%
Hispanic89%94%
White92%95%
Economically Disadvantaged78%85%
English Learners71%91%
Students with Disabilities69%80%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students4%5%9%10%
Asian3%3%5%10%
Black2%5%9%10%
Hispanic9%12%9%10%
White4%4%9%10%
Economically Disadvantaged13%11%13%10%
English Learners7%7%8%10%
Students with Disabilities9%7%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress46%46%58%
English Learner Proficiency8%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress183946%
English Learner Proficiency4498%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%<
White100%100%100%
Economically Disadvantaged100%100%<
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

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
Public Preschool​
School 11%
Division 22%
State 33%

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​​​
School %
Division 64%
State 81%
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