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Sudley Elementary

General school information

Category: Elementary (KG-05) School
Phone: 703-361-3444
Address: 9744 Copeland Dr Manassas, VA 20109
Principal: Kendra E. Chapman
Superintendent: Dr. Steven L. Walts
School Number: 20
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

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

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student engagement & Outcomes

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

Achievement Gaps: English and Mathematics

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

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

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 55 65 35 13 64 76 24 11 64 75 25
Female 10 51 60 40 10 68 78 22 13 67 79 21
Male 10 59 69 31 16 58 74 26 10 62 72 28
Asian < < < < 20 70 90 10 < < < <
Black < < < < < < < < < < < <
Hispanic 5 51 56 44 7 65 72 28 4 64 68 32
White 17 70 87 13 28 48 76 24 29 71 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 15 20 35 65 7 27 33 67 - 28 28 72
Students without Disabilities 9 62 70 30 14 74 89 11 13 71 85 15
Economically Disadvantaged 6 51 57 43 11 60 71 29 8 64 72 28
Not Economically Disadvantaged 17 62 79 21 17 71 88 12 16 65 81 19
English Learners 6 52 58 42 - 21 21 79 3 54 56 44
Military Connected < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 55 65 35 13 64 76 24 11 64 75 25
Female 10 51 60 40 10 68 78 22 13 67 79 21
Male 10 59 69 31 16 58 74 26 10 62 72 28
Asian < < < < 20 70 90 10 < < < <
Black < < < < < < < < < < < <
Hispanic 5 51 56 44 7 65 72 28 4 64 68 32
White 17 70 87 13 28 48 76 24 29 71 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 15 20 35 65 7 27 33 67 - 28 28 72
Students without Disabilities 9 62 70 30 14 74 89 11 13 71 85 15
Economically Disadvantaged 6 51 57 43 11 60 71 29 8 64 72 28
Not Economically Disadvantaged 17 62 79 21 17 71 88 12 16 65 81 19
English Learners 6 52 58 42 - 21 21 79 3 54 56 44
Military Connected < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 60 35 96 4 36 57 93 7 36 53 89 11
Female 53 40 93 7 30 61 91 9 33 58 91 9
Male 73 27 100 0 41 54 94 6 39 48 88 13
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black < < < < 33 42 75 25 < < 100 0
Hispanic 57 41 98 2 27 67 93 7 40 51 92 8
White 69 25 94 6 60 40 100 0 31 54 85 15
Multiple Races < < 100 0 < < 100 0 27 45 73 27
Students with Disabilities 47 32 79 21 9 64 73 27 54 31 85 15
Students without Disabilities 63 36 99 1 39 56 96 4 34 56 90 10
Economically Disadvantaged 58 38 96 4 29 62 91 9 38 52 89 11
Not Economically Disadvantaged 65 30 95 5 52 45 97 3 32 56 88 12
English Learners 58 41 98 2 18 75 93 8 31 57 88 12
Homeless < < 100 0 < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 59 36 96 4 36 57 93 7 34 55 89 11
Female 51 41 93 7 31 60 91 9 31 59 91 9
Male 72 28 100 0 41 54 94 6 36 51 87 13
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black < < < < 33 42 75 25 < < 100 0
Hispanic 57 41 98 2 27 66 93 7 38 54 91 9
White 68 26 94 6 60 40 100 0 31 54 85 15
Multiple Races < < 100 0 < < 100 0 27 45 73 27
Students with Disabilities 38 38 75 25 10 60 70 30 < < < <
Students without Disabilities 63 36 99 1 39 56 96 4 34 56 90 10
Economically Disadvantaged 57 39 96 4 29 62 91 9 35 54 89 11
Not Economically Disadvantaged 64 31 94 6 52 45 97 3 30 58 88 12
English Learners 58 41 98 2 18 74 92 8 24 63 87 13
Homeless < < 100 0 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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
School327
Division544285416
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Kindergarten114102111
Grade 189109109
Grade 2108100107
Grade 3130106100
Grade 4113136102
Grade 5133113143
Pre-kindergarten-11
Total Students687667673

< = 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 Students687667673
Female326314328
Male361353345
American Indian223
Asian302926
Black474848
Hispanic454456482
Native Hawaiian11-
White1249784
Multiple Races293430
Students with Disabilities918474
Students without Disabilities596583599
Economically Disadvantaged488419438
Not Economically Disadvantaged199248235
English Learners392361391
Not English Learners295306282
Homeless2-2
Military Connected222
< = 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 Students630796336458197
Female298453072828041
Male332343263630156
American Indian<<<<<<
Asian303286256
Black37113993512
Hispanic395434213841158
Native Hawaiian--<<<<
White13819111118212
Multiple Races283310258
Students with Disabilities761374177214
Economically Disadvantaged419574475939277
English Learners358393583633648
Homeless73<<<<
< = 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 <
Other Offenses Against Persons <
All Other Offenses <

< = 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 Indian0.30.30.3
Asian4.74.44.3
Black6.96.816.77.240
Hispanic60.866.766.133.368.440
Native Hawaiian--0.10.2
White22.81814.520
Multiple Races4.533.34.2505.1
< = 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 Indian0.30.30.3
Asian4.74.44.3
Black6.96.87.2
Hispanic60.866.168.4
Native Hawaiian0.10.2
White22.81814.5
Multiple Races4.54.25.1
< = 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 Indian0.30.30.3
Asian4.74.44.3
Black6.96.87.2
Hispanic60.866.168.4
Native Hawaiian--0.10.2
White22.81814.5
Multiple Races4.54.25.1
< = 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 64.267.265.8
< = 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 4135.940.8
< = 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 84.485.587.7
< = 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
2016-201733%67%0%0%
2017-201833%65%0%2%
2018-201936%63%0%1%
< = 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 StudentsNoYes-Yes-
AsianTSTS-No-
BlackYesYes-No-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesNoYes-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 Students64%67%73%75%
Asian56%66%87%75%
Black71%70%60%75%
Hispanic61%62%63%75%
White76%81%81%75%
Economically Disadvantaged61%63%62%75%
English Learners53%59%53%75%
Students with Disabilities38%43%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 Students78%77%74%70%
Asian72%82%89%70%
Black86%71%60%70%
Hispanic79%75%64%70%
White78%85%81%70%
Economically Disadvantaged79%75%63%70%
English Learners75%74%57%70%
Students with Disabilities47%46%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 Students75%
Asian<
Black<
Hispanic68%
White100%
Economically Disadvantaged72%
English Learners70%
Students with Disabilities28%

< = 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 Students70%80%
Asian61%72%
Black71%86%
Hispanic68%81%
White80%80%
Economically Disadvantaged67%81%
English Learners61%78%
Students with Disabilities52%52%

< = 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 Students14%12%9%10%
Asian19%15%5%10%
Black26%22%9%10%
Hispanic12%10%9%10%
White13%11%9%10%
Economically Disadvantaged16%13%13%10%
English Learners13%10%8%10%
Students with Disabilities16%17%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 Progress57%46%58%
English Learner Proficiency10%--

< = 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 Progress13724157%
English Learner Proficiency3331910%

ESSA Participation Rates

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

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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