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Sully Elementary

General school information

Category: Elementary (PK-05) School
Phone: 571-434-4570
Address: 300 Circle Dr Sterling, VA 20164
Principal: Colleen O'Neill
Superintendent: Dr. Eric Williams
School Number: 750
Region: 4
Division: Loudoun County Public Schools
Division Number: 53
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 Waiver: 2020 through 2022

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 21 45 66 34 12 45 56 44 8 38 46 54
Female 21 47 68 32 15 44 60 40 10 40 50 50
Male 21 43 64 36 9 45 53 47 5 36 41 59
American Indian < < 100 0 < < < < < < < <
Asian 28 56 84 16 35 45 80 20 27 47 73 27
Black < < < < < < < < < < < <
Hispanic 22 39 61 39 9 41 50 50 5 35 41 59
White 13 58 71 29 16 56 72 28 20 55 75 25
Multiple Races 10 80 90 10 < < 100 0 < < < <
Students with Disabilities 41 16 56 44 18 27 45 55 13 19 31 69
Students without Disabilities 18 50 67 33 11 48 58 42 7 41 48 52
Economically Disadvantaged 21 41 62 38 10 42 51 49 6 36 42 58
Not Economically Disadvantaged 21 58 79 21 20 56 76 24 16 49 65 35
English Learners 22 41 63 37 6 31 37 63 4 22 27 73
Homeless 44 19 63 38 5 19 24 76 - 21 21 79
Foster Care < < < <
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 26 38 63 37 11 49 60 40 4 29 33 67
Female 24 45 69 31 16 45 61 39 5 38 43 57
Male 28 30 58 43 8 51 59 41 3 19 22 78
American Indian < < < < < < < <
Asian < < < < < < < < < < < <
Black < < < < < < < <
Hispanic 31 31 61 39 6 45 51 49 2 27 29 71
White 13 60 73 27 < < 100 0 < < < <
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 36 7 43 57 < < < < < < < <
Students without Disabilities 24 44 68 32 10 47 56 44 3 32 35 65
Economically Disadvantaged 30 31 61 39 6 48 54 46 2 29 31 69
Not Economically Disadvantaged 11 61 72 28 31 50 81 19 20 30 50 50
English Learners 31 35 65 35 6 39 45 55 2 18 20 80
Homeless < < < < < < < < < < < <
Foster Care < < < <
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 20 42 62 38 4 47 51 49 7 49 55 45
Female 22 41 63 38 8 51 59 41 9 48 58 42
Male 18 44 62 38 - 43 43 58 5 49 54 46
American Indian < < 100 0 < < < <
Asian < < < < < < < < < < < <
Hispanic 20 33 53 47 5 40 46 54 3 45 48 52
White < < < < - 67 67 33 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 7 21 29 71 18 36 55 45
Students without Disabilities 17 47 64 36 3 52 56 44 5 51 56 44
Economically Disadvantaged 19 40 60 40 5 40 45 55 5 45 50 50
Not Economically Disadvantaged 21 50 71 29 - 73 73 27 17 67 83 17
English Learners 19 40 60 40 2 31 33 67 4 33 38 63
Homeless < < < < < < < < - 25 25 75
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 17 55 71 29 21 38 59 41 12 36 47 53
Female 17 54 71 29 24 34 59 41 17 34 51 49
Male 17 56 72 28 19 41 59 41 7 37 44 56
Asian 23 62 85 15 < < < < < < < <
Black < < < < < < < <
Hispanic 16 53 68 32 18 36 53 47 10 34 45 55
White < < < < < < < < 27 36 64 36
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 50 30 80 20 27 9 36 64 7 14 21 79
Students without Disabilities 12 58 70 30 20 44 64 36 13 40 53 47
Economically Disadvantaged 13 52 66 34 19 37 56 44 11 33 44 56
Not Economically Disadvantaged 31 63 94 6 29 43 71 29 13 47 60 40
English Learners 16 47 63 37 10 17 28 72 8 14 22 78
Homeless < < < < < < < < < < < <
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 16 53 69 31 14 50 64 36 5 60 65 35
Female 15 50 65 35 14 49 64 36 4 63 67 33
Male 17 57 74 26 13 50 63 37 5 58 63 37
American Indian < < 100 0 < < < < < < < <
Asian 50 42 92 8 35 50 85 15 33 47 80 20
Black < < < < < < < < < < < <
Hispanic 11 52 63 37 8 49 58 42 3 59 62 38
White 17 67 83 17 32 52 84 16 - 80 80 20
Multiple Races 20 70 90 10 < < 100 0 < < < <
Students with Disabilities 9 33 42 58 18 15 33 67 13 26 39 61
Students without Disabilities 17 57 74 26 13 56 69 31 3 66 69 31
Economically Disadvantaged 14 52 66 34 10 49 59 41 4 58 62 38
Not Economically Disadvantaged 22 59 82 18 27 56 82 18 8 69 78 22
English Learners 10 53 63 37 6 43 50 50 4 49 53 47
Homeless 6 47 53 47 - 33 33 67 - 39 39 61
Foster Care < < 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 5 50 55 45 11 45 56 44 4 53 57 43
Female 9 44 53 47 16 39 55 45 3 62 65 35
Male - 56 56 44 8 50 58 43 6 42 48 52
American Indian < < < < < < < <
Asian < < < < < < < < < < < <
Black < < < < < < < <
Hispanic 2 46 47 53 6 43 48 52 2 53 55 45
White 20 67 87 13 < < < < < < < <
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 7 33 40 60 < < < < < < < <
Students without Disabilities 4 54 58 42 10 48 57 43 3 56 60 40
Economically Disadvantaged 5 44 49 51 9 42 51 49 2 54 56 44
Not Economically Disadvantaged 5 68 74 26 19 56 75 25 < < < <
English Learners 2 42 44 56 6 40 46 54 2 46 48 52
Homeless < < < < < < < < < < < <
Foster Care < < 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 24 50 74 26 12 60 71 29 7 58 65 35
Female 22 41 63 38 14 62 76 24 3 61 64 36
Male 26 59 85 15 10 58 68 33 10 56 66 34
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Hispanic 22 44 67 33 9 60 68 32 3 60 64 36
White < < < < 25 67 92 8 < < < <
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 7 14 21 79 18 27 45 55
Students without Disabilities 26 53 79 21 13 70 83 17 5 63 68 32
Economically Disadvantaged 25 48 73 27 8 58 66 34 6 58 65 35
Not Economically Disadvantaged 21 57 79 21 27 67 93 7 8 58 67 33
English Learners 23 50 73 27 4 63 67 33 6 52 58 42
Homeless < < < < < < < < - 33 33 67
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 21 60 81 19 18 44 62 38 3 68 71 29
Female 17 62 79 21 14 45 59 41 6 66 71 29
Male 26 57 83 17 22 43 65 35 - 71 71 29
Asian 67 33 100 0 < < 100 0 < < < <
Black < < < < < < < <
Hispanic 12 64 76 24 11 44 56 44 3 64 67 33
White < < < < < < < < - 91 91 9
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 10 40 50 50 27 9 36 64 7 29 36 64
Students without Disabilities 22 63 85 15 16 51 67 33 2 77 79 21
Economically Disadvantaged 15 62 77 23 13 44 58 42 3 62 66 34
Not Economically Disadvantaged 44 50 94 6 36 43 79 21 - 93 93 7
English Learners 6 67 73 27 10 17 28 72 3 50 53 47
Homeless < < < < < < < < < < < <
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 19 58 77 23 21 47 68 32 11 62 72 28
Female 12 65 77 23 24 38 62 38 11 60 71 29
Male 28 50 78 22 19 54 73 27 10 63 73 27
Asian 67 33 100 0 < < 100 0 < < < <
Black < < < < < < < <
Hispanic 10 64 75 25 18 44 62 38 7 62 69 31
White < < < < < < < < 27 64 91 9
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 9 9 18 82 27 27 55 45 7 43 50 50
Students without Disabilities 21 66 87 13 20 51 71 29 11 66 77 23
Economically Disadvantaged 13 63 76 24 17 48 65 35 5 64 69 31
Not Economically Disadvantaged 41 41 82 18 36 43 79 21 33 53 87 13
English Learners 8 65 73 27 10 34 45 55 3 56 58 42
Homeless < < < < < < < < < < < <
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 19 58 77 23 21 47 68 32 11 62 72 28
Female 12 65 77 23 24 38 62 38 11 60 71 29
Male 28 50 78 22 19 54 73 27 10 63 73 27
Asian 67 33 100 0 < < 100 0 < < < <
Black < < < < < < < <
Hispanic 10 64 75 25 18 44 62 38 7 62 69 31
White < < < < < < < < 27 64 91 9
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 9 9 18 82 27 27 55 45 7 43 50 50
Students without Disabilities 21 66 87 13 20 51 71 29 11 66 77 23
Economically Disadvantaged 13 63 76 24 17 48 65 35 5 64 69 31
Not Economically Disadvantaged 41 41 82 18 36 43 79 21 33 53 87 13
English Learners 8 65 73 27 10 34 45 55 3 56 58 42
Homeless < < < < < < < < < < < <
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 62 36 97 3 39 48 87 13 36 57 93 7
Female 55 40 95 5 47 53 100 0 25 75 100 0
Male 68 32 100 0 29 43 71 29 50 33 83 17
Asian < < 100 0 < < 100 0 < < < <
Hispanic 67 29 95 5 44 44 88 13 15 77 92 8
White < < 100 0 40 50 90 10 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 64 33 97 3 46 54 100 0 33 63 96 4
Economically Disadvantaged 70 26 96 4 37 42 79 21 28 61 89 11
Not Economically Disadvantaged 42 58 100 0 42 58 100 0 50 50 100 0
English Learners 68 32 100 0 < < < < < < 100 0
Homeless < < 100 0 < < 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 61 37 97 3 40 47 87 13 31 62 92 8
Female 55 40 95 5 50 50 100 0 25 75 100 0
Male 67 33 100 0 29 43 71 29 40 40 80 20
Asian < < 100 0 < < 100 0 < < < <
Hispanic 65 30 95 5 47 40 87 13 15 77 92 8
White < < 100 0 40 50 90 10 < < 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 64 33 97 3 46 54 100 0 33 63 96 4
Economically Disadvantaged 69 27 96 4 39 39 78 22 24 65 88 12
Not Economically Disadvantaged 42 58 100 0 42 58 100 0 < < 100 0
Homeless < < 100 0 < < 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
School913
Division323211271
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-kindergarten303147
Kindergarten816275
Grade 1666869
Grade 2796171
Grade 3727377
Grade 4837481
Grade 5748082
Total Students485449502

< = 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 Students485449502
Female239217234
Male246232268
American Indian422
Asian453837
Black111416
Hispanic372346407
White444031
Multiple Races999
Students with Disabilities474856
Students without Disabilities438401446
Economically Disadvantaged402360429
Not Economically Disadvantaged838973
English Learners350316369
Not English Learners135133133
Homeless4460140
< = 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 Students424224172637440
Female21962061218315
Male205162111419125
American Indian<<<<<<
Asian384366266
Black<<110101
Hispanic315173201629431
White420374332
Multiple Races151<<<<
Students with Disabilities435465489
Economically Disadvantaged339213382130733
English Learners312163251928832
Homeless493474643
< = 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 <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian1.30.90.5
Asian9.8509.99.1
Black2.52.43.3
Hispanic79.25081.810082.8100
Native Hawaiian------
White11.29.79.6
Multiple Races3.122.2
< = 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 Indian1.30.90.5
Asian9.89.99.1
Black2.52.43.3
Hispanic79.281.882.8
Native Hawaiian
White11.29.79.6
Multiple Races3.122.2
< = 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 Indian1.30.90.5
Asian9.89.99.1
Black2.52.43.3
Hispanic79.281.882.8
Native Hawaiian------
White11.29.79.6
Multiple Races3.122.2
< = 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 81.781.384.3
< = 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 71.357.479.4
< = 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 83.683.384.5
< = 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
2017-201839%61%0%0%
2018-201929%69%1%1%
2019-202033%67%0%0%
< = 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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