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Stratford Landing Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-619-3600
Address: 8484 Riverside Rd Alexandria, VA 22308
Principal: Mr. Kevin Morris
Superintendent: Dr. Scott S. Brabrand
School Number: 1350
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 51 87 13 30 52 82 18 28 57 85 15
Female 39 49 89 11 36 49 85 15 32 55 87 13
Male 32 53 85 15 26 55 80 20 24 59 83 17
Asian 37 47 83 17 22 67 89 11 25 63 88 13
Black 16 47 62 38 12 44 56 44 6 56 62 38
Hispanic 28 58 86 14 25 59 84 16 28 64 91 9
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 42 51 93 7 38 53 91 9 34 56 90 10
Multiple Races 41 49 89 11 38 41 79 21 35 51 86 14
Students with Disabilities 14 45 59 41 10 41 51 49 9 43 52 48
Students without Disabilities 39 52 91 9 34 54 88 12 31 60 91 9
Economically Disadvantaged 15 48 63 37 13 44 57 43 9 58 67 33
Not Economically Disadvantaged 41 52 93 7 36 54 90 10 34 57 91 9
English Learners 23 57 81 19 8 42 50 50 - 63 63 37
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 32 59 91 9
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 54 81 19 28 45 73 27 20 56 76 24
Female 31 59 90 10 35 44 78 22 23 55 77 23
Male 24 51 75 25 20 47 67 33 18 57 75 25
Asian < < < < < < < < < < < <
Black 9 52 61 39 17 33 50 50 13 27 40 60
Hispanic 30 48 78 22 18 73 91 9 22 61 83 17
Native Hawaiian < < < <
White 31 56 87 13 31 49 80 20 23 59 83 17
Multiple Races 42 58 100 0 < < < < < < < <
Students with Disabilities 13 44 56 44 10 35 45 55 - 37 37 63
Students without Disabilities 29 56 84 16 32 48 80 20 24 60 84 16
Economically Disadvantaged 14 45 59 41 - 46 46 54 4 44 48 52
Not Economically Disadvantaged 30 57 87 13 36 45 81 19 25 60 85 15
English Learners 25 54 79 21 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 24 59 82 18
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 35 50 86 14 28 56 84 16 28 55 83 17
Female 35 51 86 14 36 58 94 6 38 47 84 16
Male 35 50 85 15 22 55 76 24 18 64 82 18
Asian < < < < < < 100 0 < < < <
Black 16 52 68 32 10 52 61 39 5 55 59 41
Hispanic 26 53 79 21 21 67 88 13 25 75 100 0
White 39 55 95 5 37 51 88 12 38 51 88 12
Multiple Races 45 27 73 27 27 73 100 0 < < < <
Students with Disabilities 21 33 54 46 - 61 61 39 6 50 56 44
Students without Disabilities 38 54 92 8 31 55 87 13 32 56 88 12
Economically Disadvantaged 18 42 61 39 17 51 69 31 7 52 59 41
Not Economically Disadvantaged 41 53 93 7 31 57 88 12 34 56 91 9
English Learners 18 53 71 29 7 60 67 33 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 33 61 94 6
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 40 49 89 11 31 51 82 18 32 56 88 12
Female 48 37 85 15 30 48 78 22 34 61 95 5
Male 31 62 93 7 32 54 86 14 31 52 83 17
Asian < < < < < < < < < < 100 0
Black 19 42 62 38 7 43 50 50 3 68 71 29
Hispanic 27 67 93 7 23 55 77 23 32 60 92 8
Native Hawaiian < < 100 0 < < 100 0
White 49 47 95 5 41 58 99 1 43 48 91 9
Multiple Races < < 100 0 42 33 75 25 45 55 100 0
Students with Disabilities 10 45 55 45 13 25 38 63 22 33 56 44
Students without Disabilities 45 50 94 6 35 57 92 8 34 59 93 7
Economically Disadvantaged 10 52 62 38 10 39 49 51 14 67 81 19
Not Economically Disadvantaged 47 48 96 4 40 56 96 4 38 53 91 9
English Learners 21 64 86 14 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 38 54 92 8
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 51 90 10 35 53 88 12 28 61 89 11
Female 41 53 94 6 42 45 87 13 32 56 88 12
Male 38 49 88 12 28 61 88 12 25 65 90 10
Asian 33 58 92 8 < < 100 0 < < < <
Black 19 38 56 44 17 46 63 38 7 59 67 33
Hispanic 29 71 100 0 37 47 84 16 28 64 92 8
White 45 49 94 6 42 54 96 4 30 68 97 3
Multiple Races < < < < < < < < 42 42 83 17
Students with Disabilities 10 60 70 30 14 48 62 38 8 50 58 42
Students without Disabilities 44 50 93 7 39 54 92 8 33 63 96 4
Economically Disadvantaged 17 54 71 29 24 41 66 34 9 64 73 27
Not Economically Disadvantaged 44 50 94 6 38 56 94 6 37 59 96 4
English Learners 27 59 86 14 < < < < < < < <
Homeless < < < <
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 30 53 83 17 28 55 83 17 30 59 89 11
Female 28 56 84 16 27 55 82 18 26 62 88 12
Male 32 50 82 18 30 54 84 16 32 57 89 11
Asian 40 43 83 17 39 50 89 11 33 63 96 4
Black 12 40 52 48 10 48 58 42 9 54 63 37
Hispanic 24 50 74 26 22 61 83 17 28 64 91 9
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 35 57 92 8 35 57 92 8 36 59 95 5
Multiple Races 35 54 89 11 35 41 76 24 35 62 97 3
Students with Disabilities 10 33 43 57 10 39 49 51 8 53 61 39
Students without Disabilities 34 56 89 11 32 57 89 11 33 60 94 6
Economically Disadvantaged 12 41 53 47 13 42 55 45 16 51 68 32
Not Economically Disadvantaged 35 55 90 10 33 59 92 8 34 62 96 4
English Learners 18 51 69 31 15 42 58 42 - 53 53 47
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 27 66 93 7
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 47 77 23 18 48 66 34 20 67 87 13
Female 27 56 83 17 20 47 67 33 23 60 83 17
Male 32 41 72 28 16 49 65 35 18 72 90 10
Asian < < < < < < < < < < 100 0
Black 9 35 43 57 4 35 39 61 13 47 60 40
Hispanic 26 43 70 30 9 64 73 27 17 72 89 11
Native Hawaiian < < < <
White 35 52 87 13 24 52 76 24 27 64 91 9
Multiple Races 58 42 100 0 < < < < < < 100 0
Students with Disabilities 6 31 38 63 5 24 29 71 - 58 58 42
Students without Disabilities 33 49 82 18 22 54 76 24 24 68 93 7
Economically Disadvantaged 14 31 45 55 - 17 17 83 7 59 67 33
Not Economically Disadvantaged 34 51 85 15 23 57 80 20 24 69 93 7
English Learners 13 50 63 38 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 24 65 88 12
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 43 36 79 21 43 45 88 13 38 50 88 12
Female 32 43 75 25 36 59 95 5 38 48 86 14
Male 52 29 81 19 48 34 82 18 38 52 89 11
Asian < < < < < < 100 0 < < 100 0
Black 23 27 50 50 13 52 65 35 18 36 55 45
Hispanic 37 26 63 37 33 46 79 21 50 50 100 0
White 49 41 89 11 52 44 96 4 41 54 94 6
Multiple Races 36 55 91 9 73 27 100 0 < < 100 0
Students with Disabilities 16 16 32 68 17 61 78 22 6 56 63 38
Students without Disabilities 49 40 89 11 46 43 89 11 43 49 92 8
Economically Disadvantaged 18 26 44 56 26 43 69 31 19 41 59 41
Not Economically Disadvantaged 51 39 90 10 48 45 93 7 44 53 97 3
English Learners 24 24 47 53 27 53 80 20 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 33 61 94 6
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 10 56 66 34 6 45 51 49 - 69 69 31
Female 14 52 66 34 - 41 41 59 - 82 82 18
Male 5 62 67 33 13 50 63 38 - 62 62 38
Asian < < < < < < < < < < 100 0
Black - 38 38 62 5 25 30 70 - 62 62 38
Hispanic < < < < < < < < < < < <
White 19 65 85 15 9 73 82 18 - 79 79 21
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 31 31 69 - 16 16 84 - 50 50 50
Students without Disabilities 15 68 82 18 9 62 71 29 - 76 76 24
Economically Disadvantaged - 40 40 60 4 16 20 80 - 47 47 53
Not Economically Disadvantaged 14 63 77 23 7 71 79 21 - 81 81 19
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 74 89 11 19 73 92 8 23 68 91 9
Female 19 72 91 9 13 76 89 11 14 75 90 10
Male 11 76 87 13 23 71 95 5 31 62 93 7
Asian < < 100 0 < < 100 0 < < < <
Black 5 57 62 38 5 68 73 27 7 57 63 37
Hispanic 12 76 88 12 15 75 90 10 8 88 96 4
Native Hawaiian < < 100 0 < < 100 0
White 20 76 95 5 21 77 99 1 32 68 100 0
Multiple Races < < < < 18 64 82 18 38 54 92 8
Students with Disabilities - 58 58 42 9 55 64 36 8 54 62 38
Students without Disabilities 18 76 94 6 20 77 97 3 26 71 97 3
Economically Disadvantaged 4 65 69 31 7 64 71 29 16 56 71 29
Not Economically Disadvantaged 18 76 94 6 21 76 97 3 26 73 99 1
English Learners 6 75 81 19 < < 100 0 < < < <
Homeless < < 100 0
Military Connected 29 71 100 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 43 52 95 5 44 56 100 0 60 40 100 0
Female 44 53 98 2 61 39 100 0 53 47 100 0
Male 42 52 94 6 28 72 100 0 65 35 100 0
Asian 55 36 91 9 < < 100 0 < < 100 0
Black < < < < 33 67 100 0 < < 100 0
Hispanic 30 60 90 10 33 67 100 0 61 39 100 0
White 45 54 99 1 51 49 100 0 63 37 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 43 53 96 4 43 57 100 0 60 40 100 0
Economically Disadvantaged 25 58 83 17 24 76 100 0 50 50 100 0
Not Economically Disadvantaged 45 52 97 3 48 52 100 0 63 38 100 0
Military Connected < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 54 84 16 21 57 78 22 32 53 84 16
Female 37 45 82 18 17 52 69 31 31 60 90 10
Male 22 64 87 13 24 62 86 14 32 48 80 20
Asian < < < < < < < < < < 100 0
Black 19 38 58 42 - 43 43 57 13 45 58 42
Hispanic 13 67 80 20 23 59 82 18 24 52 76 24
Native Hawaiian < < 100 0 < < 100 0
White 38 56 94 6 25 68 93 7 41 53 94 6
Multiple Races < < < < 33 33 67 33 36 64 100 0
Students with Disabilities - 50 50 50 4 25 29 71 11 50 61 39
Students without Disabilities 35 55 90 10 25 64 88 12 34 53 87 13
Economically Disadvantaged 7 38 45 55 7 34 41 59 14 53 67 33
Not Economically Disadvantaged 36 59 95 5 27 66 93 7 37 53 90 10
English Learners 14 50 64 36 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 38 54 92 8
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 54 84 16 21 57 78 22 32 53 84 16
Female 37 45 82 18 17 52 69 31 31 60 90 10
Male 22 64 87 13 24 62 86 14 32 48 80 20
Asian < < < < < < < < < < 100 0
Black 19 38 58 42 - 43 43 57 13 45 58 42
Hispanic 13 67 80 20 23 59 82 18 24 52 76 24
Native Hawaiian < < 100 0 < < 100 0
White 38 56 94 6 25 68 93 7 41 53 94 6
Multiple Races < < < < 33 33 67 33 36 64 100 0
Students with Disabilities - 50 50 50 4 25 29 71 11 50 61 39
Students without Disabilities 35 55 90 10 25 64 88 12 34 53 87 13
Economically Disadvantaged 7 38 45 55 7 34 41 59 14 53 67 33
Not Economically Disadvantaged 36 59 95 5 27 66 93 7 37 53 90 10
English Learners 14 50 64 36 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 38 54 92 8
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 36 44 81 19 49 38 87 13 49 36 85 15
Female 33 38 71 29 49 39 89 11 44 40 84 16
Male 39 50 89 11 49 36 86 14 54 31 85 15
Asian < < < < < < 100 0 < < < <
Black - 50 50 50 17 45 62 38 20 35 55 45
Hispanic 29 41 71 29 33 52 86 14 45 45 91 9
White 42 53 95 5 66 28 94 6 59 33 93 7
Multiple Races 55 9 64 36 55 45 100 0 < < < <
Students with Disabilities 14 33 48 52 36 29 64 36 19 31 50 50
Students without Disabilities 40 46 87 13 51 38 89 11 54 37 91 9
Economically Disadvantaged 10 31 41 59 23 50 73 27 13 42 54 46
Not Economically Disadvantaged 43 48 92 8 56 34 90 10 59 34 93 7
English Learners 17 50 67 33 < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 33 61 94 6
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 36 44 81 19 49 38 87 13 49 36 85 15
Female 33 38 71 29 49 39 89 11 44 40 84 16
Male 39 50 89 11 49 36 86 14 54 31 85 15
Asian < < < < < < 100 0 < < < <
Black - 50 50 50 17 45 62 38 20 35 55 45
Hispanic 29 41 71 29 33 52 86 14 45 45 91 9
White 42 53 95 5 66 28 94 6 59 33 93 7
Multiple Races 55 9 64 36 55 45 100 0 < < < <
Students with Disabilities 14 33 48 52 36 29 64 36 19 31 50 50
Students without Disabilities 40 46 87 13 51 38 89 11 54 37 91 9
Economically Disadvantaged 10 31 41 59 23 50 73 27 13 42 54 46
Not Economically Disadvantaged 43 48 92 8 56 34 90 10 59 34 93 7
English Learners 17 50 67 33 < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 33 61 94 6
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School---
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-kindergarten231926
Kindergarten696887
Grade 1807176
Grade 2788183
Grade 3103116117
Grade 4150113133
Grade 5141151118
Grade 6140144149
Total Students784763789

< = 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 Students784763789
Female360348368
Male424415421
American Indian1-2
Asian273439
Black163148139
Hispanic9799100
Native Hawaiian341
White435422453
Multiple Races585655
Students with Disabilities116124122
Students without Disabilities668639667
Economically Disadvantaged181197183
Not Economically Disadvantaged603566606
English Learners10410399
Not English Learners680660690
Homeless435
Military Connected913141
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 Students765337372672327
Female356123421032518
Male40921395163989
American Indian<<<<--
Asian362233303
Black12714147131389
Hispanic844915896
Native Hawaiian<<<<<<
White4591041934115
Multiple Races563532532
Students with Disabilities100911361167
Economically Disadvantaged151191622017420
English Learners9851007974
Homeless111<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 39
Other Offenses Against Persons 26
Property Offenses <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1--
Asian4.73.44.5
Black18.178.320.89019.486.4
Hispanic10.512.410134.5
Native Hawaiian0.20.40.5
White59.221.755.555.34.5
Multiple Races7.27.47.34.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian4.73.44.5
Black18.120.819.4
Hispanic10.512.413
Native Hawaiian0.20.40.5
White59.255.555.3
Multiple Races7.27.47.3
< = 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 Indian0.10.1--
Asian4.73.44.5
Black18.120.819.4
Hispanic10.512.413
Native Hawaiian0.20.40.5
White59.255.555.3
Multiple Races7.27.47.3
< = 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 19.82325.5
< = 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 45.844.742.9
< = 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 82.48178.3
< = 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
2016-201719%78%2%1%
2017-201822%75%2%1%
2018-201921%76%1%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianTSTS-Yes-
BlackNoYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-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 Students85%85%73%75%
Asian88%86%87%75%
Black62%60%60%75%
Hispanic91%87%63%75%
White91%92%81%75%
Economically Disadvantaged68%63%62%75%
English Learners88%82%53%75%
Students with Disabilities52%54%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 Students89%85%74%70%
Asian92%88%89%70%
Black63%58%60%70%
Hispanic91%83%64%70%
White95%93%81%70%
Economically Disadvantaged68%59%63%70%
English Learners82%76%57%70%
Students with Disabilities61%51%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 Students84%
Asian<
Black58%
Hispanic76%
White94%
Economically Disadvantaged67%
English Learners80%
Students with Disabilities61%

< = 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 Students86%91%
Asian88%92%
Black68%71%
Hispanic91%94%
White91%96%
Economically Disadvantaged71%74%
English Learners92%87%
Students with Disabilities57%70%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students4%4%9%10%
Asian9%8%5%10%
Black6%8%9%10%
Hispanic6%5%9%10%
White1%1%9%10%
Economically Disadvantaged10%11%13%10%
English Learners4%5%8%10%
Students with Disabilities6%6%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 Progress49%46%58%
English Learner Proficiency17%--

< = 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 Progress224549%
English Learner Proficiency95417%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black100%100%100%
Hispanic100%100%100%
White100%100%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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience
Public Preschool​
School 11%
Division 22%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
School %
Division 64%
State 81%
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