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Stone Spring Elementary

General school information

Category: Elementary (KG-05) School
Phone: 540-574-1199
Address: 1575 Peach Grove Ave Harrisonburg, VA 22801
Principal: Kathleen Taylor
Superintendent: Dr. Michael Richards
School Number: 191
Region: 5
Division: Harrisonburg City Public Schools
Division Number: 113
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 Two

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 Three
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 24 47 72 28 18 45 63 37 17 43 60 40
Female 26 49 75 25 20 45 65 35 21 38 59 41
Male 23 46 69 31 16 46 62 38 13 48 61 39
American Indian < < 100 0
Asian < < < < 31 38 69 31 29 53 82 18
Black 20 60 80 20 12 42 54 46 11 25 36 64
Hispanic 28 49 77 23 13 38 51 49 10 35 45 55
White 18 48 66 34 21 55 77 23 22 52 74 26
Multiple Races < < < < 15 31 46 54 < < < <
Students with Disabilities 15 30 45 55 14 19 32 68 18 15 33 68
Students without Disabilities 26 50 76 24 19 51 69 31 16 48 65 35
Economically Disadvantaged 18 47 65 35 8 41 48 52 6 39 46 54
Not Economically Disadvantaged 33 48 80 20 32 52 84 16 34 49 83 17
English Learners 21 48 68 32 7 39 46 54 5 32 37 63
Migrant < < < < < < < <
Homeless < < < <
Military Connected < < 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 29 46 75 25 11 35 46 54 14 38 52 48
Female 29 50 79 21 12 33 45 55 16 33 49 51
Male 29 43 71 29 11 37 47 53 12 43 55 45
American Indian < < 100 0
Asian < < 100 0 < < < < < < < <
Black 33 50 83 17 < < < < < < < <
Hispanic 35 40 75 25 4 23 27 73 11 27 38 62
White 20 50 70 30 21 41 62 38 17 47 63 37
Multiple Races < < 100 0 < < < <
Students with Disabilities 27 36 64 36 - 9 9 91 25 25 50 50
Students without Disabilities 29 48 77 23 13 40 53 47 12 40 52 48
Economically Disadvantaged 20 50 70 30 2 26 29 71 5 30 35 65
Not Economically Disadvantaged 41 41 81 19 24 48 72 28 36 56 92 8
English Learners 22 53 75 25 3 27 30 70 5 27 32 68
Migrant < < < < < < < <
Military Connected < < 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 19 49 68 32 25 51 76 24 16 44 61 39
Female 23 48 71 29 30 53 83 18 22 36 58 42
Male 16 50 66 34 20 50 70 30 12 51 63 37
Asian < < < < < < 100 0 < < < <
Black < < < < 23 46 69 31 < < < <
Hispanic 21 58 79 21 17 48 65 35 13 41 53 47
White 16 44 60 40 24 62 86 14 28 45 72 28
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 23 23 46 54 14 14 29 71
Students without Disabilities 22 54 76 24 25 56 82 18 17 51 68 32
Economically Disadvantaged 15 44 59 41 13 50 63 38 4 42 46 54
Not Economically Disadvantaged 24 55 79 21 42 53 94 6 38 48 86 14
English Learners 19 42 61 39 10 50 60 40 8 38 46 54
Migrant < < < < < < 100 0
Homeless < < < <
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 16 49 65 35 19 47 66 34
Female 17 47 64 36 23 45 68 32
Male 16 50 66 34 14 50 64 36
Asian < < < < < < 100 0
Black < < < < 14 29 43 57
Hispanic 19 44 63 37 4 40 44 56
White 19 59 78 22 22 61 83 17
Students with Disabilities 15 23 38 62 14 7 21 79
Students without Disabilities 16 54 70 30 20 55 75 25
Economically Disadvantaged 7 44 51 49 10 48 58 42
Not Economically Disadvantaged 29 55 84 16 29 46 76 24
English Learners 9 43 52 48 - 33 33 67
Migrant < < < < < < < <
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 18 59 77 23 20 46 66 34 16 55 71 29
Female 15 59 74 26 23 47 70 30 15 58 74 26
Male 21 58 79 21 17 45 62 38 17 51 68 32
American Indian < < 100 0
Asian < < 100 0 44 39 83 17 59 35 94 6
Black 27 45 73 27 8 38 46 54 7 57 64 36
Hispanic 21 54 74 26 10 48 58 42 9 52 61 39
White 10 67 77 23 28 49 77 23 17 60 77 23
Multiple Races < < < < 15 31 46 54 < < < <
Students with Disabilities 14 29 43 57 5 26 32 68 8 25 33 68
Students without Disabilities 19 64 82 18 23 50 73 27 17 60 78 22
Economically Disadvantaged 11 59 70 30 11 45 56 44 11 54 65 35
Not Economically Disadvantaged 27 58 84 16 33 47 80 20 24 56 80 20
English Learners 12 65 76 24 14 47 60 40 9 55 64 36
Migrant < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < 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 19 53 72 28 15 50 65 35 20 60 80 20
Female 15 56 71 29 18 53 71 29 19 69 88 12
Male 23 50 73 27 13 47 61 39 21 50 71 29
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 33 42 75 25 < < < < < < < <
Hispanic 20 45 65 35 7 46 54 46 8 57 65 35
White 10 62 71 29 25 54 79 21 28 69 97 3
Multiple Races < < 100 0 < < < <
Students with Disabilities 25 33 58 42 - - - 100 8 42 50 50
Students without Disabilities 18 56 74 26 18 59 77 23 22 63 85 15
Economically Disadvantaged 9 55 64 36 5 51 56 44 15 58 73 27
Not Economically Disadvantaged 32 50 82 18 31 48 79 21 32 64 96 4
English Learners 9 62 71 29 8 53 61 39 14 61 75 25
Migrant < < < < < < < <
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 16 66 82 18 24 49 73 27 16 56 72 28
Female 15 62 76 24 29 51 80 20 17 56 72 28
Male 18 70 88 12 20 47 67 33 16 56 72 28
Asian < < 100 0 < < 100 0 < < < <
Black 20 50 70 30 15 54 69 31 < < < <
Hispanic 21 63 84 16 12 60 72 28 9 56 66 34
White 11 74 85 15 29 48 76 24 24 52 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 8 46 54 46 7 14 21 79
Students without Disabilities 19 72 91 9 27 49 77 23 18 65 83 17
Economically Disadvantaged 14 65 78 22 16 51 67 33 8 58 66 34
Not Economically Disadvantaged 20 67 87 13 35 46 81 19 31 52 83 17
English Learners 15 68 82 18 13 53 66 34 8 59 68 32
Migrant < < 100 0 < < 100 0
Homeless < < < <
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 19 39 58 42 11 49 61 39
Female 22 36 58 42 11 51 62 38
Male 17 41 59 41 12 48 60 40
Asian < < < < < < 100 0
Black < < < < 7 50 57 43
Hispanic 11 39 50 50 8 40 48 52
White 30 48 78 22 7 59 65 35
Students with Disabilities 7 29 36 64 7 21 29 71
Students without Disabilities 22 41 63 37 12 55 67 33
Economically Disadvantaged 11 33 44 56 8 46 54 46
Not Economically Disadvantaged 31 47 78 22 15 54 68 32
English Learners 23 31 54 46 - 33 33 67
Migrant < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 49 61 39 16 61 76 24
Female 11 44 56 44 19 60 79 21
Male 13 53 65 35 12 62 74 26
Asian < < < < < < 100 0
Black < < < < 14 50 64 36
Hispanic 7 37 44 56 - 60 60 40
White 22 56 78 22 17 70 87 13
Students with Disabilities - 23 23 77 7 43 50 50
Students without Disabilities 14 54 68 32 17 64 81 19
Economically Disadvantaged 7 41 48 52 8 58 67 33
Not Economically Disadvantaged 19 59 78 22 24 63 88 12
English Learners 4 44 48 52 - 48 48 52
Migrant < < < < < < 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 12 49 61 39 16 61 76 24
Female 11 44 56 44 19 60 79 21
Male 13 53 65 35 12 62 74 26
Asian < < < < < < 100 0
Black < < < < 14 50 64 36
Hispanic 7 37 44 56 - 60 60 40
White 22 56 78 22 17 70 87 13
Students with Disabilities - 23 23 77 7 43 50 50
Students without Disabilities 14 54 68 32 17 64 81 19
Economically Disadvantaged 7 41 48 52 8 58 67 33
Not Economically Disadvantaged 19 59 78 22 24 63 88 12
English Learners 4 44 48 52 - 48 48 52
Migrant < < < < < < 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 50 92 8 34 55 89 11 27 47 74 26
Female 29 61 89 11 38 46 85 15 33 42 76 24
Male 53 41 94 6 29 63 93 7 22 51 73 27
Asian < < 100 0 < < 100 0 < < < <
Black < < 100 0 27 64 91 9 < < < <
Hispanic 47 47 94 6 23 68 91 9 17 50 67 33
White 39 52 91 9 37 51 88 12 43 36 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < 15 46 62 38 15 23 38 62
Students without Disabilities 46 52 98 2 37 57 94 6 30 52 82 18
Economically Disadvantaged 31 66 97 3 25 61 86 14 16 53 69 31
Not Economically Disadvantaged 54 32 86 14 44 47 92 8 45 38 83 17
English Learners 36 61 96 4 23 69 92 8 12 58 70 30
Migrant < < 100 0 < < 100 0
Homeless < < < <
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 51 93 7 35 56 91 9 25 49 74 26
Female 29 61 89 11 39 47 87 13 31 44 75 25
Male 55 42 97 3 30 65 95 5 20 53 73 28
Asian < < 100 0 < < 100 0 < < < <
Black < < 100 0 27 64 91 9 < < < <
Hispanic 50 50 100 0 21 68 89 11 11 54 64 36
White 39 52 91 9 38 54 92 8 43 36 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < - 27 27 73
Students without Disabilities 46 52 98 2 37 57 94 6 30 52 82 18
Economically Disadvantaged 31 66 97 3 24 62 86 14 12 56 67 33
Not Economically Disadvantaged 56 33 89 11 48 48 97 3 45 38 83 17
English Learners 36 61 96 4 23 69 92 8 6 61 68 32
Homeless < < < <
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
School3111
Division396687
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
Kindergarten748383
Grade 1718073
Grade 2907481
Grade 3718577
Grade 4857272
Grade 5768874
Pre-kindergarten-6361
Total Students467545521

< = 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 Students467545521
Female222261242
Male245284279
Asian252323
Black646863
Hispanic154208222
White205226188
Multiple Races191823
Students with Disabilities798981
Students without Disabilities388456440
Economically Disadvantaged282349298
Not Economically Disadvantaged185196223
English Learners219231218
Not English Learners248314303
Migrant546
Military Connected112
< = 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 Students330574244143150
Female150242012120626
Male180332232022524
American Indian----<<
Asian190280201
Black464615503
Hispanic90281302414333
Native Hawaiian----<<
White159251871120212
Multiple Races160181141
Students with Disabilities521960176420
Economically Disadvantaged189432603226136
English Learners143302071919130
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 Staff <
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----0.2
Asian4.25.44.2
Black1313.72512.525
Hispanic35.850332538.250
Native Hawaiian----0.2
White42.65043.95041.525
Multiple Races4.44.13.3
< = 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 Indian0.2
Asian4.25.44.2
Black1313.712.5
Hispanic35.83338.2
Native Hawaiian0.2
White42.643.941.5
Multiple Races4.44.13.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian----0.2
Asian4.25.44.2
Black1313.712.5
Hispanic35.83338.2
Native Hawaiian----0.2
White42.643.941.5
Multiple Races4.44.13.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 68.666.583.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 79.274.581.1
< = 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 79.979.974.1
< = 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
2016-201751%45%0%4%
2017-201850%46%0%4%
2018-201955%43%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

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 StudentsNoNo-Yes-
AsianTSYes-Yes-
BlackTSYes-Yes-
HispanicNoNo-No-
WhiteNoNo-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersNoYesYesYes-
Students with DisabilitiesNoNo-No-

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 Students61%64%73%75%
Asian82%78%87%75%
Black37%56%60%75%
Hispanic46%54%63%75%
White75%73%81%75%
Economically Disadvantaged46%51%62%75%
English Learners48%55%53%75%
Students with Disabilities34%37%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 Students72%71%74%70%
Asian94%91%89%70%
Black67%61%60%70%
Hispanic62%63%64%70%
White78%78%81%70%
Economically Disadvantaged66%63%63%70%
English Learners69%69%57%70%
Students with Disabilities34%35%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 Students78%
Asian<
Black69%
Hispanic63%
White87%
Economically Disadvantaged68%
English Learners74%
Students with Disabilities50%

< = 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 Students67%74%
Asian82%94%
Black48%67%
Hispanic56%65%
White79%80%
Economically Disadvantaged55%68%
English Learners56%72%
Students with Disabilities47%37%

< = 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 Students10%11%9%10%
Asian5%1%5%10%
Black6%7%9%10%
Hispanic19%19%9%10%
White6%8%9%10%
Economically Disadvantaged12%14%13%10%
English Learners14%13%8%10%
Students with Disabilities24%24%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 Progress65%46%58%
English Learner Proficiency9%--

< = 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 Progress9614765%
English Learner Proficiency192069%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%100%
Asian100%94%<
Black100%100%100%
Hispanic100%100%100%
White100%99%100%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged100%99%100%
English Learners100%99%100%
Students with Disabilities100%100%100%
Students without Disabilities100%99%100%
Female100%98%100%
Male100%100%100%
Migrant<<<

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

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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