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Suella G. Ellis Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-365-0287
Address: 10400 Kim Graham Lane Manassas, VA 20109
Principal: Laura Gazda
Superintendent: Dr. Steven L. Walts
School Number: 270
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

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

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 14 51 65 35 10 49 58 42 8 46 54 46
Female 17 50 67 33 14 50 64 36 9 46 55 45
Male 12 52 63 37 5 47 52 48 7 46 53 47
Asian 42 33 75 25 19 44 63 38 23 36 59 41
Black 18 45 64 36 19 49 68 32 11 62 73 27
Hispanic 7 54 62 38 6 48 54 46 4 41 45 55
White 34 52 86 14 11 61 71 29 17 55 72 28
Multiple Races < < < < < < < < < < < <
Students with Disabilities 3 33 35 65 4 22 27 73 8 25 33 68
Students without Disabilities 16 54 70 30 11 54 65 35 8 50 58 42
Economically Disadvantaged 11 50 61 39 7 46 53 47 5 44 49 51
Not Economically Disadvantaged 29 52 80 20 20 61 80 20 20 55 75 25
English Learners 8 49 57 43 - 35 35 65 2 25 28 72
Homeless < < 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 14 51 65 35 11 41 52 48 5 42 47 53
Female 13 50 63 37 14 46 60 40 7 44 51 49
Male 15 51 66 34 8 35 43 57 4 40 44 56
Asian < < < < < < 100 0 - 36 36 64
Black 15 55 70 30 18 55 73 27 - 83 83 17
Hispanic 6 49 55 45 9 35 44 56 4 33 37 63
White 31 54 85 15 < < < < 27 45 73 27
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 8 50 58 42 11 16 26 74 - 25 25 75
Students without Disabilities 15 51 65 35 11 46 57 43 6 44 51 49
Economically Disadvantaged 10 50 60 40 7 41 48 52 1 39 41 59
Not Economically Disadvantaged 26 52 78 22 26 39 65 35 24 53 76 24
English Learners 10 43 53 47 - 37 37 63 2 30 31 69
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 15 48 63 37 7 55 62 38 9 47 56 44
Female 14 56 70 30 12 51 63 37 11 45 57 43
Male 15 38 54 46 - 61 61 39 6 49 55 45
Asian < < < < < < < < < < < <
Black 29 18 47 53 19 44 63 38 15 60 75 25
Hispanic 8 58 67 33 2 57 59 41 5 41 45 55
White < < 100 0 18 64 82 18 < < < <
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 25 25 75 - 38 38 62 10 30 40 60
Students without Disabilities 18 53 71 29 8 58 67 33 8 51 60 40
Economically Disadvantaged 11 48 59 41 6 51 57 43 5 45 51 49
Not Economically Disadvantaged 31 50 81 19 13 73 87 13 19 52 70 30
English Learners 9 53 62 38 - 39 39 61 2 26 28 72
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 14 53 68 32 10 52 62 38 11 50 61 39
Female 25 43 68 33 15 54 69 31 9 49 58 42
Male 6 62 68 32 5 49 53 47 13 52 65 35
Asian < < 100 0 < < < < < < < <
Black 11 61 72 28 20 47 67 33 15 46 62 38
Hispanic 7 55 63 38 7 54 61 39 4 51 55 45
White 30 50 80 20 < < < < < < < <
Students with Disabilities - 25 25 75 - 18 18 82 < < < <
Students without Disabilities 17 58 74 26 12 59 72 28 11 55 65 35
Economically Disadvantaged 11 53 64 36 9 46 55 45 10 47 56 44
Not Economically Disadvantaged 29 53 82 18 15 85 100 0 17 67 83 17
English Learners 5 52 57 43 - 27 27 73 4 16 20 80
Homeless < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
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 11 49 60 40 10 44 53 47 8 56 65 35
Female 10 51 61 39 10 44 53 47 5 57 62 38
Male 11 47 59 41 10 44 53 47 12 55 67 33
Asian 25 58 83 17 22 67 89 11 23 55 77 23
Black 13 55 67 33 11 47 58 42 7 56 62 38
Hispanic 5 47 52 48 7 41 48 52 4 58 62 38
White 28 52 79 21 21 41 62 38 21 55 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities 2 29 32 68 6 23 29 71 8 30 38 63
Students without Disabilities 12 53 65 35 11 48 58 42 8 61 69 31
Economically Disadvantaged 8 48 56 44 8 42 50 50 7 55 61 39
Not Economically Disadvantaged 21 52 73 27 19 48 67 33 14 63 77 23
English Learners 5 47 52 48 3 32 34 66 1 52 52 48
Homeless < < 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 12 47 59 41 7 37 44 56 8 65 72 28
Female 8 50 58 42 7 40 47 53 2 67 69 31
Male 17 44 61 39 6 34 40 60 13 63 75 25
Asian < < < < < < 100 0 - 82 82 18
Black 20 60 80 20 9 41 50 50 8 67 75 25
Hispanic 2 43 45 55 3 36 39 61 4 67 70 30
White 23 46 69 31 < < < < 27 45 73 27
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 8 42 50 50 17 17 33 67 - 42 42 58
Students without Disabilities 12 48 60 40 4 42 46 54 9 68 77 23
Economically Disadvantaged 6 50 56 44 4 37 40 60 5 64 70 30
Not Economically Disadvantaged 30 39 70 30 17 39 57 43 18 65 82 18
English Learners 4 43 47 53 2 31 33 67 2 67 69 31
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 8 48 56 44 10 55 66 34 9 54 63 38
Female 8 50 58 42 10 49 59 41 6 51 57 43
Male 8 46 54 46 11 63 74 26 12 57 69 31
Asian < < 100 0 < < < < < < < <
Black 12 41 53 47 6 75 81 19 5 60 65 35
Hispanic 5 50 55 45 6 45 51 49 6 55 61 39
White < < < < 27 64 91 9 < < < <
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 19 19 81 - 46 46 54 15 30 45 55
Students without Disabilities 10 55 64 36 12 57 69 31 7 60 67 33
Economically Disadvantaged 7 45 52 48 8 52 61 39 9 52 61 39
Not Economically Disadvantaged 13 63 75 25 19 69 88 13 7 59 67 33
English Learners 5 51 56 44 5 43 48 53 - 51 51 49
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 12 52 64 36 13 40 53 47 8 50 58 42
Female 15 53 68 33 13 42 54 46 7 56 63 37
Male 10 51 61 39 14 37 51 49 10 42 52 48
Asian < < 100 0 < < < < < < < <
Black 6 61 67 33 20 27 47 53 8 38 46 54
Hispanic 9 47 56 44 12 43 55 45 2 51 53 47
White 30 60 90 10 < < < < < < 100 0
Students with Disabilities - 31 31 69 - 12 12 88 < < < <
Students without Disabilities 14 55 69 31 16 46 62 38 9 55 64 36
Economically Disadvantaged 11 50 61 39 12 40 51 49 5 47 52 48
Not Economically Disadvantaged 18 59 76 24 23 38 62 38 25 67 92 8
English Learners 7 47 53 47 - 15 15 85 - 20 20 80
Homeless < < 100 0 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 46 58 42 7 54 60 40 12 49 61 39
Female 15 45 60 40 4 54 58 42 9 47 56 44
Male 10 47 57 43 9 53 63 37 16 52 68 32
Asian < < 100 0 < < < < < < < <
Black 11 50 61 39 7 53 60 40 15 38 54 46
Hispanic 5 47 53 47 3 54 57 43 6 51 57 43
White 20 50 70 30 < < < < < < < <
Students with Disabilities - 17 17 83 - 24 24 76 < < < <
Students without Disabilities 14 51 65 35 8 61 69 31 14 52 65 35
Economically Disadvantaged 8 45 53 47 5 50 55 45 11 42 53 47
Not Economically Disadvantaged 29 53 82 18 15 77 92 8 17 83 100 0
English Learners 4 42 47 53 - 31 31 69 - 16 16 84
Homeless < < 100 0 < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 46 58 42 7 54 60 40 12 49 61 39
Female 15 45 60 40 4 54 58 42 9 47 56 44
Male 10 47 57 43 9 53 63 37 16 52 68 32
Asian < < 100 0 < < < < < < < <
Black 11 50 61 39 7 53 60 40 15 38 54 46
Hispanic 5 47 53 47 3 54 57 43 6 51 57 43
White 20 50 70 30 < < < < < < < <
Students with Disabilities - 17 17 83 - 24 24 76 < < < <
Students without Disabilities 14 51 65 35 8 61 69 31 14 52 65 35
Economically Disadvantaged 8 45 53 47 5 50 55 45 11 42 53 47
Not Economically Disadvantaged 29 53 82 18 15 77 92 8 17 83 100 0
English Learners 4 42 47 53 - 31 31 69 - 16 16 84
Homeless < < 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 23 65 87 13 25 65 90 10 10 64 74 26
Female 23 66 89 11 27 61 88 12 12 67 79 21
Male 22 63 85 15 22 70 93 7 8 62 70 30
Asian < < 100 0 < < 100 0 < < 100 0
Black 31 56 88 13 19 63 81 19 10 50 60 40
Hispanic 14 74 88 12 14 76 90 10 12 67 79 21
White < < 100 0 60 40 100 0 < < < <
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 9 27 36 64 < < < < - 53 53 47
Students without Disabilities 25 72 97 3 28 63 91 9 13 67 80 20
Economically Disadvantaged 20 66 86 14 22 64 87 13 9 61 70 30
Not Economically Disadvantaged 33 60 93 7 33 67 100 0 13 71 83 17
English Learners 11 81 92 8 8 85 92 8 < < < <
Homeless < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 65 87 13 25 65 90 10 10 63 74 26
Female 23 66 89 11 27 61 88 12 12 67 79 21
Male 22 63 85 15 22 70 93 7 9 60 69 31
Asian < < 100 0 < < 100 0 < < 100 0
Black 31 56 88 13 19 63 81 19 11 47 58 42
Hispanic 14 74 88 12 14 76 90 10 12 67 79 21
White < < 100 0 60 40 100 0 < < < <
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 9 27 36 64 < < < < - 46 46 54
Students without Disabilities 25 72 97 3 28 63 91 9 13 67 80 20
Economically Disadvantaged 20 66 86 14 22 64 87 13 9 59 68 32
Not Economically Disadvantaged 33 60 93 7 33 67 100 0 13 71 83 17
English Learners 11 81 92 8 8 85 92 8 < < < <
Homeless < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
School781
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
Pre-kindergarten181817
Kindergarten858577
Grade 1898174
Grade 2988476
Grade 31109292
Grade 49210787
Grade 59375101
Total Students585542524

< = 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 Students585542524
Female308287267
Male277255257
American Indian1-1
Asian354136
Black1028478
Hispanic364345324
White675867
Multiple Races161418
Students with Disabilities776866
Students without Disabilities508474458
Economically Disadvantaged462394390
Not Economically Disadvantaged123148134
English Learners320310289
Not English Learners265232235
Homeless212
Military Connected21-
< = 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 Students521684867545957
Female272372583724328
Male249312283821629
American Indian<<<<<<
Asian256307306
Black97158914737
Hispanic323392974429435
Native Hawaiian<<----
White596586505
Multiple Races152114123
Students with Disabilities6976111588
Economically Disadvantaged403583936535051
English Learners276392833727336
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 10
Other Offenses Against Persons <
All Other 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 Indian0.20.2--
Asian5.467.610
Black20.666.717.428.615.580
Hispanic59.32562.235.763.710
Native Hawaiian0.2----
White11.48.311.510.7
Multiple Races32.735.72.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian5.467.6
Black20.617.415.5
Hispanic59.362.263.7
Native Hawaiian0.2
White11.411.510.7
Multiple Races32.72.6
< = 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 Indian0.20.2--
Asian5.467.6
Black20.617.415.5
Hispanic59.362.263.7
Native Hawaiian0.2----
White11.411.510.7
Multiple Races32.72.6
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 7375.175.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 5255.659.3
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 9088.388.6
< = 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: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201844%51%4%1%
2018-201946%48%4%2%
2019-202045%49%2%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

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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