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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: Erica Riley
Superintendent: Dr. Michelle C. Reid
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

2024 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2024 through 2026

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
Multiple Races Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

English Academic Achievement: All Students

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

98959875202220232024

Student Engagement and Outcomes: Chronic Absenteeism

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

4.41% of the students in this school were chronically absent in the 2023 - 2024 school year.

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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Writing Performance: All Students

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Math Performance: All Students

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Science Performance: All Students

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History Performance: All Students

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Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2021-20222022-20232023-2024
School356
Division1,2351,2231,602
State4,0064,4606,361
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
Grade 3 Reading0770%
Grade 4 Reading0640%
Grade 5 Reading0820%
Grade 6 Reading0690%

Enrollment

Fall Membership by Grade

Grade 2022-20232023-2024
Pre-kindergarten1514
Kindergarten7266
Grade 18678
Grade 28889
Grade 36077
Grade 48864
Grade 56082
Grade 67269
Total Students541539

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

Finance

Per-Pupil Spending

2022-2023 Per-Pupil Spending

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 9
Relationship Behaviors without Physical Harm 48
Behaviors of a Safety Concern 20
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 14

< = 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:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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.

Teacher Quality

Teacher Quality

Teacher Quality All Schools: 2023-2024

Teacher Quality All Schools: 2023-2024
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
Percent Number Percent Number Percent Number
This SchoolLow Poverty2%14%22%1
Division
All Schools7.4%11594.6%7192%311
High Poverty1.8%105.6%310.2%1
Low Poverty6.9%5994%3491.7%149
State
All Schools7.7%83525.9%64001.8%1978
High Poverty12.1%23396.9%13382.8%545
Low Poverty5%16714.6%15411.1%368

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

School Leaders

Inexperienced (First-Year) School Leaders All Schools: 2023-2024

Inexperienced (First-Year) School Leaders All Schools: 2023-2024
Poverty Level Principals Assistant Principals
Percent Number Percent Number
This School
All Schools0%0100%1
Low Poverty0%0100%1
Division
All Schools11.2%2214.2%63
High Poverty0%027.8%5
Low Poverty9.9%1112.6%31
State
All Schools4%8510.3%323
High Poverty7.1%3513.1%93
Low Poverty2.6%138.4%72

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers All Schools: 2023-2024

Provisionally Licensed Teachers All Schools: 2023-2024
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number
This SchoolLow Poverty6%32%1
Division
All Schools8.3%13113.5%552
High Poverty9.4%523.6%20
Low Poverty6.9%6023.2%279
State
All Schools9.2%101672.7%2975
High Poverty12.4%25862.7%572
Low Poverty7%23562.5%831

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

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

Every Student Succeeds Act

2024 ESSA Status: Not Identified for Support and Improvement
2024 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - CPYes-Yes-
AsianNoYes-Yes-
BlackTSYes-Yes-
HispanicYes - No CPYes-Yes-
WhiteYes - CPYes-Yes-
Multiple RacesYes - CPYes-Yes-
Economically DisadvantagedNoNo-No-
English LearnersYes - No CPNoYesNo-
Students with DisabilitiesYes - No CPYes-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

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%91%79%88%
Asian88%90%91%88%
Black64%65%68%88%
Hispanic84%81%68%88%
White94%93%85%88%
Multiple Races100%98%83%88%
Economically Disadvantaged66%62%68%88%
English Learners62%62%60%88%
Students with Disabilities75%80%57%88%

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students88%89%74%85%
Asian88%92%90%85%
Black59%61%61%85%
Hispanic75%71%63%85%
White93%92%81%85%
Multiple Races97%97%77%85%
Economically Disadvantaged53%52%62%85%
English Learners53%57%58%85%
Students with Disabilities73%73%54%85%

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students86%
Asian84%
Black<
Hispanic64%
White95%
Multiple Races<
Economically Disadvantaged45%
English Learners45%
Students with Disabilities60%

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students4%6%12%10%
Asian4%8%10%10%
Black7%10%12%10%
Hispanic3%10%12%10%
White4%5%12%10%
Multiple Races5%3%12%10%
Economically Disadvantaged18%21%13%10%
English Learners13%18%12%10%
Students with Disabilities6%10%14%10%

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress69%54%58%
English Learner Proficiency29%--

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian100%-100%-100%-
Black100%-100%-<<
Hispanic100%-100%-100%-
White100%-100%-100%-
Multiple Races100%-100%-<<
Economically Disadvantaged100%-100%-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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students94%90%
Asian90%92%
Black64%67%
Hispanic87%74%
White100%94%
Multiple Races100%96%
Economically Disadvantaged77%63%
English Learners75%66%
Students with Disabilities81%81%

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

School Readiness

Kindergarten Students' Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks