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Swans Creek Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-445-0930
Address: 17700 Wayside Dr. Dumfries, VA 22026
Principal: Ms. Amanda Whitney
Superintendent: Dr. Steven L. Walts
School Number: 890
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 Waiver: 2019 through 2021

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 23 59 81 19 19 57 76 24 20 57 76 24
Female 23 67 89 11 20 63 82 18 20 58 78 22
Male 23 53 75 25 18 53 72 28 20 55 75 25
Asian 29 61 90 10 17 63 80 20 21 67 88 12
Black 20 58 78 22 18 55 73 27 19 53 72 28
Hispanic 19 65 84 16 9 70 80 20 7 66 72 28
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 32 54 87 13 37 54 90 10 39 42 82 18
Multiple Races 15 65 81 19 20 40 60 40 26 70 96 4
Students with Disabilities 18 41 59 41 18 31 49 51 23 28 51 49
Students without Disabilities 23 62 85 15 19 62 81 19 19 61 80 20
Economically Disadvantaged 18 59 77 23 16 56 72 28 15 55 70 30
Not Economically Disadvantaged 27 59 86 14 23 59 82 18 25 59 84 16
English Learners 16 67 83 17 - 48 48 52 - 49 49 51
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 38 62 100 0
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 22 56 78 22 21 53 74 26 17 54 71 29
Female 21 70 91 9 26 63 89 11 17 57 75 25
Male 22 45 67 33 17 46 63 38 17 50 67 33
Asian 30 50 80 20 < < < < 8 92 100 0
Black 19 53 72 28 22 52 74 26 17 43 60 40
Hispanic 19 75 94 6 14 71 86 14 3 63 67 33
Native Hawaiian < < 100 0
White 29 57 86 14 43 36 79 21 46 38 85 15
Multiple Races 18 55 73 27 < < < < < < < <
Students with Disabilities 14 41 55 45 17 17 33 67 29 14 43 57
Students without Disabilities 23 59 82 18 22 59 81 19 16 59 74 26
Economically Disadvantaged 12 62 74 26 18 55 73 27 12 59 71 29
Not Economically Disadvantaged 29 51 81 19 24 51 76 24 24 46 70 30
English Learners 15 73 88 12 - 63 63 38 - 61 61 39
Military Connected < < 100 0 < < 100 0
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 21 64 86 14 19 56 75 25 19 57 76 24
Female 18 71 89 11 22 56 78 22 19 57 76 24
Male 24 60 83 17 17 56 73 27 20 57 76 24
Asian 29 64 93 7 < < < < 30 40 70 30
Black 13 72 86 14 17 59 77 23 18 57 76 24
Hispanic 22 61 83 17 7 50 57 43 15 54 69 31
White 42 42 85 15 38 54 92 8 25 58 83 17
Multiple Races < < < < 30 40 70 30 < < 100 0
Students with Disabilities 16 42 58 42 27 36 64 36 18 27 45 55
Students without Disabilities 22 68 90 10 17 61 78 22 19 61 81 19
Economically Disadvantaged 18 66 84 16 14 50 64 36 16 49 65 35
Not Economically Disadvantaged 26 62 88 12 24 62 86 14 22 64 87 13
English Learners 10 72 82 18 < < < < - 50 50 50
Military Connected < < 100 0 < < 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 25 55 81 19 17 61 79 21 23 60 83 18
Female 30 59 89 11 13 69 81 19 22 60 83 17
Male 22 52 74 26 21 56 76 24 23 60 82 18
Asian < < 100 0 31 62 92 8 30 60 90 10
Black 28 48 76 24 17 51 69 31 21 59 79 21
Hispanic 17 61 78 22 8 81 88 12 6 78 83 17
White 24 67 90 10 29 71 100 0 46 31 77 23
Multiple Races < < < < < < < < 27 73 100 0
Students with Disabilities 25 40 65 35 7 33 40 60 22 39 61 39
Students without Disabilities 25 58 83 17 19 65 84 16 23 64 86 14
Economically Disadvantaged 24 48 72 28 15 61 76 24 18 54 72 28
Not Economically Disadvantaged 27 64 92 8 22 61 82 18 27 66 93 7
English Learners 24 55 79 21 < < < < - 27 27 73
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < < <
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 27 57 84 16 24 59 83 17 21 68 88 12
Female 27 63 89 11 17 65 83 17 16 73 89 11
Male 27 53 81 19 29 54 83 17 25 63 88 12
Asian 45 48 94 6 40 57 97 3 30 70 100 0
Black 22 59 81 19 20 59 79 21 18 69 86 14
Hispanic 29 57 86 14 11 69 80 20 8 76 84 16
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 42 51 93 7 39 54 93 7 42 50 92 8
Multiple Races 8 73 81 19 40 47 87 13 26 65 91 9
Students with Disabilities 17 41 58 42 22 39 61 39 21 49 70 30
Students without Disabilities 29 60 89 11 24 63 87 13 21 70 91 9
Economically Disadvantaged 20 60 80 20 18 61 79 21 15 72 87 13
Not Economically Disadvantaged 35 55 89 11 31 57 88 12 28 63 90 10
English Learners 26 62 88 12 3 76 79 21 5 86 91 9
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 62 38 100 0
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 26 58 84 16 17 69 86 14 19 67 86 14
Female 25 67 91 9 13 73 85 15 16 68 84 16
Male 27 51 77 23 21 67 88 13 22 67 88 12
Asian 40 60 100 0 < < 100 0 23 77 100 0
Black 23 56 79 21 8 75 83 17 17 66 83 17
Hispanic 33 47 80 20 14 64 79 21 7 73 80 20
Native Hawaiian < < 100 0
White 38 57 95 5 36 57 93 7 31 69 100 0
Multiple Races - 82 82 18 < < 100 0 < < < <
Students with Disabilities 19 43 62 38 17 33 50 50 21 50 71 29
Students without Disabilities 27 61 88 12 17 75 92 8 18 70 88 12
Economically Disadvantaged 18 57 75 25 12 71 82 18 15 74 89 11
Not Economically Disadvantaged 32 58 90 10 24 68 92 8 24 58 82 18
English Learners 36 52 88 12 6 78 83 17 6 78 83 17
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 33 58 91 9 33 47 81 19 24 68 92 8
Female 31 59 90 10 26 60 86 14 19 76 95 5
Male 35 57 92 8 39 38 77 23 28 61 89 11
Asian 50 50 100 0 < < < < 20 80 100 0
Black 25 61 87 13 28 51 78 22 22 67 90 10
Hispanic 26 65 91 9 21 57 79 21 8 85 92 8
White 54 46 100 0 54 38 92 8 58 33 92 8
Multiple Races < < < < 50 30 80 20 < < 100 0
Students with Disabilities 21 42 63 37 36 41 77 23 18 45 64 36
Students without Disabilities 35 60 95 5 33 49 82 18 25 71 96 4
Economically Disadvantaged 28 61 89 11 21 52 73 27 14 72 86 14
Not Economically Disadvantaged 40 54 94 6 45 43 88 12 33 64 98 2
English Learners 18 74 92 8 < < < < - 100 100 0
Military Connected < < 100 0 < < 100 0
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 22 56 78 22 20 63 83 17 20 67 88 12
Female 25 62 87 13 13 65 78 22 15 75 90 10
Male 19 51 71 29 25 61 86 14 25 61 86 14
Asian < < < < 38 62 100 0 50 50 100 0
Black 18 59 77 23 21 56 77 23 14 72 87 13
Hispanic 28 56 83 17 4 77 81 19 11 74 84 16
Native Hawaiian < < 100 0 < < 100 0
White 30 50 80 20 29 64 93 7 38 46 85 15
Multiple Races < < < < < < 100 0 27 64 91 9
Students with Disabilities 11 37 47 53 7 40 47 53 22 50 72 28
Students without Disabilities 24 60 83 17 22 66 87 13 20 70 90 10
Economically Disadvantaged 14 61 74 26 20 61 81 19 14 70 84 16
Not Economically Disadvantaged 32 51 83 17 20 65 84 16 27 65 92 8
English Learners 28 55 83 17 < < < < 7 86 93 7
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < < <
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 18 61 79 21 13 69 82 18 21 61 82 18
Female 17 65 83 17 7 70 78 22 19 64 83 17
Male 18 58 76 24 17 68 85 15 23 58 81 19
Asian < < < < 23 77 100 0 30 60 90 10
Black 13 63 76 24 11 66 77 23 19 63 82 18
Hispanic 28 44 72 28 4 73 77 23 22 56 78 22
White 25 65 90 10 29 71 100 0 23 54 77 23
Multiple Races < < < < < < < < 18 64 82 18
Students with Disabilities 5 63 68 32 - 40 40 60 6 56 61 39
Students without Disabilities 20 61 81 19 14 73 87 13 24 62 85 15
Economically Disadvantaged 9 62 71 29 9 67 76 24 13 62 75 25
Not Economically Disadvantaged 29 61 90 10 18 73 90 10 29 59 88 12
English Learners 26 48 74 26 < < < < 9 27 36 64
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < < <
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 18 61 79 21 13 69 82 18 21 61 82 18
Female 17 65 83 17 7 70 78 22 19 64 83 17
Male 18 58 76 24 17 68 85 15 23 58 81 19
Asian < < < < 23 77 100 0 30 60 90 10
Black 13 63 76 24 11 66 77 23 19 63 82 18
Hispanic 28 44 72 28 4 73 77 23 22 56 78 22
White 25 65 90 10 29 71 100 0 23 54 77 23
Multiple Races < < < < < < < < 18 64 82 18
Students with Disabilities 5 63 68 32 - 40 40 60 6 56 61 39
Students without Disabilities 20 61 81 19 14 73 87 13 24 62 85 15
Economically Disadvantaged 9 62 71 29 9 67 76 24 13 62 75 25
Not Economically Disadvantaged 29 61 90 10 18 73 90 10 29 59 88 12
English Learners 26 48 74 26 < < < < 9 27 36 64
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < < <
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 44 47 91 9 40 45 85 15 47 41 88 13
Female 34 58 92 8 46 40 86 14 45 43 88 12
Male 51 40 90 10 35 49 84 16 48 39 87 13
Asian 54 46 100 0 < < 100 0 50 40 90 10
Black 39 48 87 13 30 55 86 14 47 41 88 12
Hispanic 33 62 95 5 43 36 79 21 15 62 77 23
White 58 42 100 0 46 46 92 8 67 25 92 8
Multiple Races < < < < 50 20 70 30 < < 100 0
Students with Disabilities 24 41 65 35 10 57 67 33 36 36 73 27
Students without Disabilities 46 48 94 6 47 42 89 11 48 42 90 10
Economically Disadvantaged 38 50 88 12 27 51 78 22 30 53 84 16
Not Economically Disadvantaged 50 44 94 6 52 40 91 9 62 29 91 9
English Learners 31 64 94 6 < < < < - 75 75 25
Military Connected < < 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 43 48 91 9 41 44 84 16 46 41 87 13
Female 34 58 92 8 46 40 86 14 44 44 88 12
Male 50 40 90 10 36 47 83 17 48 39 87 13
Asian 54 46 100 0 < < 100 0 50 40 90 10
Black 38 49 86 14 31 54 85 15 47 41 88 12
Hispanic 33 62 95 5 43 36 79 21 15 62 77 23
White 58 42 100 0 46 46 92 8 64 27 91 9
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 19 44 63 38 6 50 56 44 30 40 70 30
Students without Disabilities 46 48 94 6 47 42 89 11 48 42 90 10
Economically Disadvantaged 38 50 88 12 29 48 77 23 29 55 83 17
Not Economically Disadvantaged 49 44 94 6 52 39 91 9 62 29 91 9
English Learners 31 64 94 6 < < < < - 75 75 25
Military Connected < < 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
School454
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-kindergarten171718
Kindergarten120118102
Grade 199113116
Grade 2126102107
Grade 38112290
Grade 412292124
Grade 512412490
Total Students689688647

< = 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 Students689688647
Female318343319
Male371345328
Asian668175
Black360332329
Hispanic131138130
Native Hawaiian221
White868981
Multiple Races444531
Students with Disabilities796563
Students without Disabilities610623584
Economically Disadvantaged389376370
Not Economically Disadvantaged300312277
English Learners164185179
Not English Learners525503468
Military Connected182619
Foster Care132
< = 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 Students746456402564430
Female34116307832216
Male405293331732214
American Indian<<--<<
Asian569622764
Black402253361431010
Hispanic1154123613111
Native Hawaiian<<<<<<
White1176793804
Multiple Races531380441
Students with Disabilities8396510566
Economically Disadvantaged387283572336621
English Learners17410157418311
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 14
Other Offenses Against Persons 14
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 Indian----0.1
Asian8.59.611.8
Black53.674.552.396.748.383.3
Hispanic15.59.81920.18.3
Native Hawaiian0.30.30.3
White15.911.812.53.312.9
Multiple Races6.43.96.46.58.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.1
Asian8.59.611.8
Black53.652.348.3
Hispanic15.51920.1
Native Hawaiian0.30.30.3
White15.912.512.9
Multiple Races6.46.46.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian----0.1
Asian8.59.611.8
Black53.652.348.3
Hispanic15.51920.1
Native Hawaiian0.30.30.3
White15.912.512.9
Multiple Races6.46.46.5
< = 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 53.556.458
< = 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 57.349.648.3
< = 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 87.183.584.8
< = 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
2017-201836%62%0%2%
2018-201935%61%0%4%
2019-202043%52%0%5%
< = 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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