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Springwoods Elementary

General school information

Category: Elementary (KG-05) School
Phone: 703-590-9874
Address: 3815 Marquis Place Woodbridge, VA 22192
Principal: Janeene Mainor
Superintendent: Dr. Steven L. Walts
School Number: 320
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 24 59 83 17 24 60 84 16 19 62 81 19
Female 30 60 89 11 27 59 87 13 20 65 85 15
Male 19 58 77 23 20 61 82 18 18 59 78 22
Asian 35 45 81 19 34 52 86 14 30 48 78 22
Black 22 60 82 18 22 56 77 23 13 68 81 19
Hispanic 21 58 78 22 19 61 80 20 14 51 65 35
Native Hawaiian < < 100 0 < < 100 0
White 25 64 89 11 28 63 91 9 24 65 89 11
Multiple Races 29 48 77 23 17 63 80 20 22 63 85 15
Students with Disabilities 16 52 68 32 6 61 67 33 14 45 59 41
Students without Disabilities 26 60 86 14 27 60 87 13 20 64 84 16
Economically Disadvantaged 14 60 74 26 13 62 74 26 9 66 75 25
Not Economically Disadvantaged 28 58 87 13 29 60 88 12 24 60 84 16
English Learners 19 56 75 25 - 54 54 46 - 40 40 60
Military Connected 27 55 82 18 33 50 83 17
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 59 80 20 23 61 84 16 20 58 79 21
Female 26 59 85 15 37 48 85 15 16 71 86 14
Male 16 59 75 25 7 75 82 18 24 49 73 27
Asian < < < < < < < < 27 45 73 27
Black 14 70 84 16 20 53 73 27 11 74 85 15
Hispanic 13 63 75 25 21 53 74 26 8 54 62 38
White 31 55 86 14 29 67 96 4 26 59 85 15
Multiple Races 9 45 55 45 9 73 82 18 < < < <
Students with Disabilities 32 41 73 27 - 56 56 44 33 20 53 47
Students without Disabilities 19 63 81 19 26 62 88 12 18 64 83 17
Economically Disadvantaged 10 67 77 23 13 53 67 33 8 65 73 27
Not Economically Disadvantaged 24 57 81 19 26 64 90 10 26 56 81 19
English Learners 14 52 67 33 - 56 56 44 - 43 43 57
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 23 64 87 13 18 64 82 18 15 67 82 18
Female 24 68 92 8 19 68 87 13 18 67 85 15
Male 22 60 83 17 16 61 77 23 11 68 79 21
Asian 33 50 83 17 < < < < < < < <
Black 23 61 84 16 15 65 79 21 9 66 74 26
Hispanic 23 54 77 23 14 64 79 21 16 42 58 42
Native Hawaiian < < 100 0
White 22 74 96 4 22 65 86 14 20 77 98 2
Multiple Races 18 73 91 9 < < < < - 90 90 10
Students with Disabilities 6 72 78 22 11 68 79 21 - 46 46 54
Students without Disabilities 26 63 89 11 19 64 83 17 17 70 87 13
Economically Disadvantaged 16 59 76 24 3 74 76 24 5 70 75 25
Not Economically Disadvantaged 26 66 92 8 23 61 84 16 20 66 86 14
English Learners 23 57 80 20 - 50 50 50 - 36 36 64
Military Connected < < < < 20 60 80 20
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 53 83 17 32 54 86 14 23 60 83 18
Female 38 52 90 10 27 60 87 13 26 57 84 16
Male 18 54 72 28 38 47 85 15 19 63 81 19
Asian 38 46 85 15 43 50 93 7 < < < <
Black 30 48 79 21 33 46 79 21 20 66 86 14
Hispanic 25 57 82 18 22 63 84 16 19 56 74 26
White 21 63 84 16 37 55 92 8 26 60 86 14
Multiple Races < < < < 30 50 80 20 < < < <
Students with Disabilities 9 45 55 45 6 56 63 38 6 69 75 25
Students without Disabilities 34 55 89 11 36 54 90 10 25 59 84 16
Economically Disadvantaged 14 54 69 31 20 58 78 23 15 64 79 21
Not Economically Disadvantaged 36 52 88 12 38 53 91 9 25 59 84 16
English Learners 18 57 75 25 < < < < < < < <
Military Connected < < < < < < < <
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 22 60 82 18 24 54 78 22 23 63 87 13
Female 24 60 83 17 20 56 77 23 17 71 88 12
Male 20 60 81 19 28 51 79 21 30 56 86 14
Asian 22 66 88 13 28 62 90 10 26 56 81 19
Black 19 60 79 21 18 53 72 28 18 68 86 14
Hispanic 15 56 72 28 15 53 68 32 17 57 74 26
Native Hawaiian < < 100 0 < < 100 0
White 30 61 90 10 34 50 84 16 32 64 95 5
Multiple Races 16 61 77 23 10 70 80 20 19 67 85 15
Students with Disabilities 15 43 57 43 14 41 55 45 18 45 64 36
Students without Disabilities 23 63 87 13 25 56 82 18 24 66 90 10
Economically Disadvantaged 10 58 68 32 13 54 66 34 15 60 75 25
Not Economically Disadvantaged 27 61 88 12 28 54 82 18 27 65 92 8
English Learners 21 56 77 23 11 43 54 46 7 52 60 40
Military Connected 18 59 77 23 25 71 96 4
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 20 62 82 18 22 55 76 24 33 60 92 8
Female 20 67 86 14 21 56 77 23 20 75 94 6
Male 20 58 77 23 23 53 75 25 43 49 91 9
Asian < < < < < < < < 36 45 82 18
Black 16 68 84 16 17 50 67 33 30 67 96 4
Hispanic 12 60 72 28 11 53 63 37 19 65 85 15
White 31 59 90 10 31 55 86 14 43 53 96 4
Multiple Races - 55 55 45 18 64 82 18 < < 100 0
Students with Disabilities 23 50 73 27 6 56 63 38 33 40 73 27
Students without Disabilities 19 65 84 16 24 54 79 21 33 63 95 5
Economically Disadvantaged 9 66 75 25 7 53 60 40 27 57 84 16
Not Economically Disadvantaged 23 61 84 16 27 55 82 18 35 61 96 4
English Learners 9 61 70 30 17 39 56 44 9 70 78 22
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 27 59 86 14 22 57 79 21 21 62 83 17
Female 26 61 87 13 18 63 81 19 17 70 86 14
Male 28 57 85 15 28 49 77 23 26 53 79 21
Asian 25 67 92 8 < < 100 0 < < < <
Black 24 52 76 24 21 62 82 18 14 57 71 29
Hispanic 20 60 80 20 14 54 68 32 16 53 68 32
Native Hawaiian < < 100 0
White 35 57 91 9 31 53 84 16 25 73 98 2
Multiple Races 18 82 100 0 < < < < 30 60 90 10
Students with Disabilities 18 41 59 41 26 42 68 32 15 38 54 46
Students without Disabilities 28 62 91 9 22 59 81 19 22 65 87 13
Economically Disadvantaged 11 61 72 28 15 50 65 35 10 55 65 35
Not Economically Disadvantaged 33 59 92 8 25 59 84 16 27 66 92 8
English Learners 29 57 86 14 - 50 50 50 9 27 36 64
Military Connected < < 100 0 30 70 100 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 20 59 79 21 27 51 78 22 17 68 84 16
Female 25 52 77 23 22 49 71 29 15 69 84 16
Male 12 68 80 20 33 53 85 15 19 66 85 15
Asian 23 62 85 15 36 57 93 7 < < < <
Black 18 58 76 24 17 46 63 38 11 80 91 9
Hispanic 14 50 64 36 19 53 72 28 15 52 67 33
White 21 68 89 11 42 39 82 18 26 67 93 7
Multiple Races < < < < 10 90 100 0 < < < <
Students with Disabilities 5 36 41 59 6 25 31 69 6 56 63 38
Students without Disabilities 23 64 87 13 30 55 85 15 18 69 88 13
Economically Disadvantaged 9 49 57 43 15 58 73 28 9 70 79 21
Not Economically Disadvantaged 24 63 87 13 33 47 81 19 20 67 86 14
English Learners 21 50 71 29 < < < < < < < <
Military Connected < < < < < < < <
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 11 60 71 29 14 69 83 17 18 64 82 18
Female 13 61 73 27 8 73 81 19 15 69 84 16
Male 8 60 68 32 20 65 85 15 20 59 80 20
Asian 15 62 77 23 14 79 93 7 < < < <
Black 6 58 64 36 13 58 71 29 14 71 86 14
Hispanic 4 57 61 39 6 66 72 28 7 59 67 33
White 16 66 82 18 21 74 95 5 33 57 90 10
Multiple Races < < < < 10 80 90 10 < < < <
Students with Disabilities - 36 36 64 6 38 44 56 6 63 69 31
Students without Disabilities 13 66 79 21 15 75 89 11 19 64 84 16
Economically Disadvantaged 3 54 57 43 10 58 68 33 3 64 67 33
Not Economically Disadvantaged 14 63 77 23 15 76 91 9 23 64 87 13
English Learners 7 54 61 39 < < < < < < < <
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 11 60 71 29 14 69 83 17 18 64 82 18
Female 13 61 73 27 8 73 81 19 15 69 84 16
Male 8 60 68 32 20 65 85 15 20 59 80 20
Asian 15 62 77 23 14 79 93 7 < < < <
Black 6 58 64 36 13 58 71 29 14 71 86 14
Hispanic 4 57 61 39 6 66 72 28 7 59 67 33
White 16 66 82 18 21 74 95 5 33 57 90 10
Multiple Races < < < < 10 80 90 10 < < < <
Students with Disabilities - 36 36 64 6 38 44 56 6 63 69 31
Students without Disabilities 13 66 79 21 15 75 89 11 19 64 84 16
Economically Disadvantaged 3 54 57 43 10 58 68 33 3 64 67 33
Not Economically Disadvantaged 14 63 77 23 15 76 91 9 23 64 87 13
English Learners 7 54 61 39 < < < < < < < <
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 42 55 97 3 31 53 84 16 30 52 81 19
Female 42 53 95 5 29 62 91 9 28 52 80 20
Male 42 56 98 2 34 43 77 23 32 51 83 17
Asian 58 33 92 8 < < < < < < < <
Black 40 57 97 3 26 65 91 9 20 60 80 20
Hispanic 36 64 100 0 22 63 85 15 11 42 53 47
Native Hawaiian < < 100 0
White 43 52 96 4 41 43 84 16 49 44 93 7
Multiple Races 36 64 100 0 < < < < 30 60 90 10
Students with Disabilities 31 63 94 6 32 37 68 32 23 31 54 46
Students without Disabilities 44 53 97 3 31 56 87 13 30 54 85 15
Economically Disadvantaged 25 67 92 8 28 47 75 25 8 56 64 36
Not Economically Disadvantaged 49 49 99 1 33 55 87 13 41 49 90 10
English Learners 47 50 97 3 < < < < - 27 27 73
Military Connected < < < < 30 60 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 42 55 97 3 31 53 84 16 30 52 81 19
Female 42 53 95 5 29 62 91 9 28 52 80 20
Male 42 56 98 2 34 43 77 23 32 51 83 17
Asian 58 33 92 8 < < < < < < < <
Black 40 57 97 3 26 65 91 9 20 60 80 20
Hispanic 36 64 100 0 22 63 85 15 11 42 53 47
Native Hawaiian < < 100 0
White 43 52 96 4 41 43 84 16 49 44 93 7
Multiple Races 36 64 100 0 < < < < 30 60 90 10
Students with Disabilities 31 63 94 6 32 37 68 32 23 31 54 46
Students without Disabilities 44 53 97 3 31 56 87 13 30 54 85 15
Economically Disadvantaged 25 67 92 8 28 47 75 25 8 56 64 36
Not Economically Disadvantaged 49 49 99 1 33 55 87 13 41 49 90 10
English Learners 47 50 97 3 < < < < - 27 27 73
Military Connected < < < < 30 60 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
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
School433
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-kindergarten254
Kindergarten103137111
Grade 1103117134
Grade 2107139120
Grade 3114126136
Grade 4117139132
Grade 5119137126
Total Students665800763

< = 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 Students665800763
Female325381360
Male340419403
Asian477461
Black168164157
Hispanic128209220
Native Hawaiian442
White262288263
Multiple Races566160
Students with Disabilities678282
Students without Disabilities598718681
Economically Disadvantaged180291279
Not Economically Disadvantaged485509484
English Learners136229221
Not English Learners529571542
Military Connected435461
< = 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 Students701416703364019
Female35117329143105
Male350243411933014
Asian582491472
Black1821315741604
Hispanic1306135131208
Native Hawaiian<<<<<<
White27018274112543
Multiple Races592514552
Students with Disabilities8210814642
Economically Disadvantaged188171831419112
English Learners147613211322
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
Other Offenses Against Persons <
Property 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------
Asian86.97.1
Black25.85022.633.325.350
Hispanic17.916.721.519.2
Native Hawaiian0.30.60.6
White39.833.339.966.739.4
Multiple Races8.28.48.450
< = 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 Indian
Asian86.97.1
Black25.822.625.3
Hispanic17.921.519.2
Native Hawaiian0.30.60.6
White39.839.939.4
Multiple Races8.28.48.4
< = 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------
Asian86.97.1
Black25.822.625.3
Hispanic17.921.519.2
Native Hawaiian0.30.60.6
White39.839.939.4
Multiple Races8.28.48.4
< = 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 24.927.137.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 42.240.732.6
< = 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 7679.579.1
< = 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
2017-201822%76%0%2%
2018-201923%75%0%2%
2019-202029%69%0%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

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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