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Stenwood Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-208-7600
Address: 2620 Gallows Rd Vienna, VA 22180
Principal: Ms. Erica S Riley
Superintendent: Dr. Scott S. Brabrand
School Number: 1380
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 One 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 36 55 91 9 36 55 91 9 38 51 89 11
Female 38 56 94 6 43 51 94 6 44 48 92 8
Male 34 54 88 12 29 60 89 11 33 54 87 13
American Indian < < < < < < < <
Asian 42 43 85 15 39 49 88 12 43 43 85 15
Black 10 60 70 30 7 73 80 20 24 52 76 24
Hispanic 29 52 81 19 27 62 88 12 37 52 89 11
White 34 61 95 5 38 56 94 6 38 54 92 8
Multiple Races 52 48 100 0 43 57 100 0 42 54 96 4
Students with Disabilities 18 59 77 23 26 47 74 26 32 49 80 20
Students without Disabilities 39 54 93 7 38 56 94 6 39 51 91 9
Economically Disadvantaged 23 50 73 27 13 58 71 29 9 54 63 37
Not Economically Disadvantaged 37 55 93 7 39 55 94 6 42 51 93 7
English Learners 19 61 80 20 - 50 50 50 6 33 39 61
Military Connected 37 63 100 0 47 53 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 51 87 13 28 58 86 14 33 51 84 16
Female 41 51 92 8 30 58 89 11 41 47 88 13
Male 33 50 83 17 24 58 82 18 28 53 81 19
Asian 61 28 89 11 29 50 79 21 38 31 69 31
Black < < < < < < < < < < < <
Hispanic < < < < 27 64 91 9 < < < <
White 31 62 93 7 30 63 93 8 35 56 91 9
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 10 60 70 30 - 60 60 40 27 47 73 27
Students without Disabilities 41 49 90 10 32 58 89 11 34 52 86 14
Economically Disadvantaged < < < < 14 50 64 36 7 43 50 50
Not Economically Disadvantaged 39 51 90 10 31 60 90 10 38 52 91 9
English Learners 14 50 64 36 - 53 53 47 - 38 38 62
Military Connected < < 100 0 < < 100 0
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 31 55 86 14 52 41 92 8 37 55 92 8
Female 29 61 90 10 62 36 98 2 45 48 93 7
Male 32 50 82 18 41 46 86 14 25 66 91 9
American Indian < < < <
Asian 26 53 79 21 47 47 94 6 35 65 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 60 40 100 0
White 29 61 90 10 60 31 90 10 37 58 95 5
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 9 55 64 36 < < < < < < < <
Students without Disabilities 35 56 91 9 55 41 96 4 38 56 94 6
Economically Disadvantaged < < < < < < < < 18 55 73 27
Not Economically Disadvantaged 31 57 89 11 56 38 95 5 40 55 95 5
English Learners 27 45 73 27 < < < < 10 40 50 50
Military Connected < < 100 0 < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 58 97 3 30 61 91 9 55 37 92 8
Female 42 54 96 4 38 56 94 6 59 34 93 7
Male 36 61 97 3 24 65 89 11 50 40 90 10
Asian 53 35 88 12 44 44 88 13 59 29 88 12
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 33 67 100 0 26 69 94 6 58 35 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 45 36 82 18 50 30 80 20
Students without Disabilities 39 57 96 4 28 66 93 7 55 38 93 7
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 40 58 98 2 31 61 92 8 59 35 94 6
English Learners 20 67 87 13 < < < < < < < <
Military Connected < < 100 0 < < 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
All Students 38 57 94 6 34 63 97 3 25 66 90 10
Female 41 59 100 0 46 54 100 0 24 69 93 7
Male 35 55 90 10 26 69 95 5 25 63 88 13
Asian 18 64 82 18 42 53 95 5 40 40 80 20
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 42 53 95 5 34 63 98 2 13 77 90 10
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 20 60 80 20 < < < < < < 100 0
Students without Disabilities 41 56 97 3 34 64 98 2 25 64 89 11
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 39 56 95 5 36 63 98 2 26 65 91 9
English Learners 14 79 93 7 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 33 56 90 10 38 54 92 8 38 57 95 5
Female 31 63 94 6 39 54 94 6 42 54 96 4
Male 35 51 86 14 37 53 91 9 33 61 94 6
American Indian < < < < < < 100 0
Asian 36 55 91 9 48 45 93 8 47 49 96 4
Black 20 50 70 30 13 73 87 13 14 76 90 10
Hispanic 24 57 81 19 42 42 85 15 30 59 89 11
White 33 58 91 9 36 57 93 7 38 58 96 4
Multiple Races 43 48 90 10 39 61 100 0 40 56 96 4
Students with Disabilities 33 41 74 26 18 53 71 29 27 54 80 20
Students without Disabilities 33 59 92 8 41 54 95 5 39 58 97 3
Economically Disadvantaged 12 65 77 23 10 68 77 23 6 77 83 17
Not Economically Disadvantaged 35 56 91 9 42 52 94 6 42 55 97 3
English Learners 23 58 81 19 3 56 59 41 8 68 75 25
Military Connected 47 47 95 5 20 80 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 52 81 19 33 57 90 10 37 57 94 6
Female 32 54 86 14 30 62 92 8 44 47 91 9
Male 26 50 76 24 36 48 85 15 32 64 96 4
Asian 39 50 89 11 33 58 92 8 50 50 100 0
Black < < < < < < < < < < < <
Hispanic < < < < 36 55 91 9 < < < <
White 27 60 87 13 35 58 93 8 37 58 95 5
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 20 30 50 50 10 40 50 50 27 47 73 27
Students without Disabilities 30 55 86 14 36 59 95 5 39 59 98 2
Economically Disadvantaged < < < < 7 64 71 29 - 86 86 14
Not Economically Disadvantaged 32 54 86 14 38 56 93 7 45 51 96 4
English Learners - 57 57 43 - 59 59 41 13 67 80 20
Military Connected < < 100 0 < < 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 44 47 91 9 56 35 91 9 49 45 95 5
Female 42 55 97 3 64 30 93 7 41 57 98 2
Male 46 40 86 14 47 42 89 11 61 30 91 9
American Indian < < 100 0
Asian 45 45 90 10 70 20 90 10 52 48 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < < < 50 40 90 10
White 42 52 94 6 55 38 93 7 53 42 95 5
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 18 55 73 27 < < < < < < < <
Students without Disabilities 49 45 95 5 61 34 95 5 51 46 97 3
Economically Disadvantaged < < 100 0 < < < < 18 64 82 18
Not Economically Disadvantaged 47 44 90 10 59 34 93 7 55 42 97 3
English Learners 33 42 75 25 < < < < - 73 73 27
Military Connected < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 49 82 18 17 69 86 14 16 78 95 5
Female 21 68 89 11 11 79 89 11 31 69 100 0
Male 45 30 75 25 22 61 83 17 3 86 90 10
Asian 50 40 90 10 < < < < 27 64 91 9
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < < < < < < <
White 25 50 75 25 19 69 88 12 19 77 97 3
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 25 56 81 19 21 68 88 12 17 80 98 2
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 38 44 82 18 19 68 86 14 18 78 96 4
English Learners 33 50 83 17 < < < < < < < <
Military Connected < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 76 99 1 37 61 97 3 38 57 95 5
Female 22 78 100 0 35 62 97 3 43 51 94 6
Male 22 76 98 2 38 59 97 3 33 63 97 3
Asian 7 87 93 7 59 41 100 0 50 33 83 17
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 29 71 100 0 19 75 94 6 38 59 97 3
Multiple Races < < 100 0 36 64 100 0 40 60 100 0
Students with Disabilities 30 60 90 10 42 50 92 8 < < 100 0
Students without Disabilities 21 79 100 0 36 63 98 2 41 54 95 5
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 23 75 98 2 38 60 97 3 40 56 97 3
English Learners 20 80 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 46 54 100 0 43 57 100 0 48 52 100 0
Female 30 70 100 0 < < 100 0 67 33 100 0
Male 56 44 100 0 35 65 100 0 33 67 100 0
Asian < < 100 0 < < 100 0 50 50 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 53 47 100 0 54 46 100 0 40 60 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 44 56 100 0 43 57 100 0 46 54 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 42 58 100 0 47 53 100 0 50 50 100 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 29 66 95 5 17 71 89 11 37 56 93 7
Female 35 54 88 12 13 78 91 9 32 66 98 2
Male 25 75 100 0 21 66 87 13 43 45 88 12
Asian 24 71 94 6 12 76 88 12 44 50 94 6
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 31 64 95 5 17 69 86 14 38 57 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 18 55 73 27 30 40 70 30
Students without Disabilities 30 65 94 6 17 75 92 8 38 58 96 4
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged 31 64 95 5 18 71 89 11 40 54 94 6
English Learners 20 67 87 13 < < < < < < < <
Military Connected < < 100 0 < < 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 29 66 95 5 17 71 89 11 37 56 93 7
Female 35 54 88 12 13 78 91 9 32 66 98 2
Male 25 75 100 0 21 66 87 13 43 45 88 12
Asian 24 71 94 6 12 76 88 12 44 50 94 6
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 31 64 95 5 17 69 86 14 38 57 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 18 55 73 27 30 40 70 30
Students without Disabilities 30 65 94 6 17 75 92 8 38 58 96 4
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged 31 64 95 5 18 71 89 11 40 54 94 6
English Learners 20 67 87 13 < < < < < < < <
Military Connected < < 100 0 < < 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 57 36 93 7 71 27 99 1 60 36 96 4
Female 48 41 90 10 76 22 98 2 56 41 97 3
Male 66 31 97 3 66 34 100 0 64 29 93 7
Asian 75 19 94 6 81 19 100 0 58 37 95 5
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 43 50 93 7 78 20 98 3 65 32 97 3
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 40 40 80 20 < < 100 0 < < < <
Students without Disabilities 61 35 96 4 74 25 99 1 62 34 97 3
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 59 34 93 7 73 26 99 1 63 36 98 2
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 57 36 93 7 72 26 99 1 60 36 96 4
Female 48 41 90 10 76 22 98 2 56 41 97 3
Male 66 31 97 3 68 32 100 0 64 29 93 7
Asian 75 19 94 6 87 13 100 0 58 37 95 5
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 43 50 93 7 78 20 98 3 65 32 97 3
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 40 40 80 20 < < 100 0 < < < <
Students without Disabilities 61 35 96 4 74 25 99 1 62 34 97 3
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
Not Economically Disadvantaged 59 34 93 7 74 25 99 1 63 36 98 2
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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
School644
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
Pre-kindergarten161014
Kindergarten687370
Grade 11117179
Grade 28710669
Grade 3868288
Grade 4807982
Grade 5688777
Grade 6696283
Total Students585570562

< = 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 Students585570562
Female281266270
Male304304292
American Indian111
Asian144138125
Black243227
Hispanic494450
White299294303
Multiple Races686156
Students with Disabilities746777
Students without Disabilities511503485
Economically Disadvantaged605050
Not Economically Disadvantaged525520512
English Learners1109280
Not English Learners475478482
Homeless1--
Military Connected333341
Foster Care1--
< = 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 Students531215462052429
Female25282641024911
Male279132821027518
American Indian--<<<<
Asian130713441248
Black200250320
Hispanic404405405
White29492781127214
Multiple Races471680552
Students with Disabilities598592595
Economically Disadvantaged468543453
English Learners9789777911
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 <
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--0.20.2
Asian24.85024.624.2
Black3.24.1505.6
Hispanic8.38.47.7
Native Hawaiian------
White55.25051.15051.6
Multiple Races8.511.610.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian24.824.624.2
Black3.24.15.6
Hispanic8.38.47.7
Native Hawaiian
White55.251.151.6
Multiple Races8.511.610.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian--0.20.2
Asian24.824.624.2
Black3.24.15.6
Hispanic8.38.47.7
Native Hawaiian------
White55.251.151.6
Multiple Races8.511.610.7
< = 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 8.810.38.3
< = 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 000
< = 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 72.173.278.1
< = 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: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201727%71%2%0%
2017-201826%72%2%0%
2018-201922%76%2%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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-
AsianNoYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
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 Students89%91%73%75%
Asian85%86%87%75%
Black76%78%60%75%
Hispanic89%86%63%75%
White92%93%81%75%
Economically Disadvantaged63%68%62%75%
English Learners62%73%53%75%
Students with Disabilities80%77%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 Students95%92%74%70%
Asian96%93%89%70%
Black90%87%60%70%
Hispanic89%85%64%70%
White96%93%81%70%
Economically Disadvantaged83%78%63%70%
English Learners84%80%57%70%
Students with Disabilities80%75%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 Students93%
Asian94%
Black<
Hispanic<
White96%
Economically Disadvantaged<
English Learners77%
Students with Disabilities70%

< = 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 Students91%96%
Asian85%96%
Black81%90%
Hispanic89%93%
White94%97%
Economically Disadvantaged66%86%
English Learners65%88%
Students with Disabilities85%83%

< = 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 Students5%4%9%10%
Asian6%5%5%10%
Black--9%10%
Hispanic11%10%9%10%
White5%4%9%10%
Economically Disadvantaged6%9%13%10%
English Learners12%9%8%10%
Students with Disabilities8%8%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 Progress84%46%58%
English Learner Proficiency26%--

< = 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 Progress374484%
English Learner Proficiency166126%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%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%99%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 7%
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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