Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)
Menu

Triangle Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-221-4114
Address: 3615 Lions Field Rd Triangle, VA 22172
Principal: Mr. Geoffrey Deavers
Superintendent: Dr. Steven L. Walts
School Number: 430
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: 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 17 54 71 29 13 55 68 32 13 51 64 36
Female 20 53 73 27 13 54 67 33 16 52 68 32
Male 14 55 69 31 13 56 68 32 11 49 60 40
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0 25 75 100 0
Black 17 53 71 29 14 50 65 35 14 58 71 29
Hispanic 9 53 62 38 10 56 65 35 9 42 51 49
Native Hawaiian < < 100 0 < < 100 0
White 30 57 87 13 18 57 75 25 22 49 71 29
Multiple Races 19 50 69 31 15 60 75 25 12 59 71 29
Students with Disabilities 25 34 60 40 19 39 58 42 15 34 48 52
Students without Disabilities 15 58 73 27 12 58 70 30 13 54 66 34
Economically Disadvantaged 12 50 63 37 9 52 61 39 10 46 56 44
Not Economically Disadvantaged 24 59 82 18 22 60 82 18 20 59 79 21
English Learners 9 51 60 40 4 42 47 53 6 32 37 63
Homeless < < 100 0 < < < < < < < <
Military Connected 27 64 91 9 < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 50 60 40 16 50 66 34 16 49 65 35
Female 15 46 61 39 18 52 70 30 17 56 73 27
Male 4 54 59 41 13 49 62 38 16 42 58 42
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 50 61 39 22 42 64 36 16 55 71 29
Hispanic 5 42 47 53 16 45 61 39 11 40 51 49
Native Hawaiian < < 100 0 < < 100 0
White 15 65 81 19 5 76 81 19 35 40 75 25
Multiple Races 10 50 60 40 < < < < < < < <
Students with Disabilities 17 46 63 38 15 35 50 50 24 24 48 52
Students without Disabilities 9 51 59 41 16 53 69 31 15 54 68 32
Economically Disadvantaged 7 41 48 52 12 44 56 44 14 44 58 42
Not Economically Disadvantaged 15 64 79 21 22 62 84 16 20 57 78 22
English Learners 6 38 44 56 7 41 48 52 7 32 39 61
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 56 79 21 6 56 62 38 13 52 65 35
Female 20 59 79 21 9 51 60 40 16 52 69 31
Male 26 53 79 21 3 60 63 37 10 51 61 39
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 23 53 77 23 6 51 57 43 14 59 73 27
Hispanic 17 59 76 24 2 56 58 42 13 42 56 44
Native Hawaiian < < 100 0
White 50 43 93 7 5 64 68 32 10 60 70 30
Multiple Races < < < < < < < < < < < <
Students with Disabilities 35 20 55 45 5 58 63 37 8 29 38 63
Students without Disabilities 20 63 83 17 6 55 61 39 14 57 71 29
Economically Disadvantaged 18 54 72 28 4 51 55 45 10 47 57 43
Not Economically Disadvantaged 30 60 89 11 10 68 78 23 19 63 81 19
English Learners 16 61 77 23 - 45 45 55 7 43 50 50
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < < <
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 19 56 75 25 18 58 76 24 10 51 61 39
Female 25 55 80 20 12 59 71 29 13 48 62 38
Male 11 58 69 31 24 57 81 19 7 53 60 40
Asian < < 100 0 < < 100 0 < < 100 0
Black 17 57 74 26 14 57 71 29 10 59 68 32
Hispanic 3 62 66 34 12 65 77 23 3 44 47 53
White 35 55 90 10 62 15 77 23 21 47 68 32
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 26 35 61 39 32 28 60 40 12 53 65 35
Students without Disabilities 17 62 79 21 14 65 80 20 10 50 60 40
Economically Disadvantaged 12 60 72 28 11 62 73 27 5 47 53 47
Not Economically Disadvantaged 27 52 79 21 31 51 82 18 20 59 78 22
English Learners 4 58 63 38 10 38 48 52 3 22 25 75
Military Connected < < 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 20 59 79 21 16 54 71 29 12 65 77 23
Female 17 66 83 17 12 56 68 32 11 66 77 23
Male 24 51 75 25 21 53 73 27 13 64 77 23
American Indian < < < < < < < <
Asian < < 100 0 < < < < 42 58 100 0
Black 17 62 79 21 13 54 67 33 8 71 79 21
Hispanic 11 63 74 26 13 56 68 32 10 62 72 28
Native Hawaiian < < 100 0 < < 100 0
White 43 42 85 15 32 50 82 18 22 61 83 17
Multiple Races 20 64 84 16 20 55 75 25 18 53 71 29
Students with Disabilities 21 33 55 45 22 32 54 46 15 35 50 50
Students without Disabilities 20 64 84 16 15 58 74 26 12 70 82 18
Economically Disadvantaged 13 58 71 29 11 54 65 35 8 65 73 27
Not Economically Disadvantaged 32 59 91 9 27 55 82 18 22 64 86 14
English Learners 6 67 73 27 8 47 55 45 7 60 67 33
Homeless < < 100 0 < < < < < < < <
Military Connected 27 55 82 18 < < < <
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 20 58 77 23 12 55 67 33 17 71 88 12
Female 18 59 77 23 11 55 66 34 15 74 89 11
Male 21 56 77 23 13 56 69 31 19 69 87 13
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 59 74 26 13 51 64 36 6 86 92 8
Hispanic 12 61 74 26 11 56 67 33 17 64 81 19
Native Hawaiian < < 100 0 < < 100 0
White 38 50 88 12 14 57 71 29 40 55 95 5
Multiple Races 20 60 80 20 < < < < < < < <
Students with Disabilities 17 48 65 35 15 25 40 60 24 43 67 33
Students without Disabilities 20 60 80 20 12 61 72 28 16 77 92 8
Economically Disadvantaged 12 58 71 29 9 52 61 39 11 72 84 16
Not Economically Disadvantaged 32 57 89 11 18 62 80 20 27 69 96 4
English Learners 8 59 67 33 6 50 56 44 14 62 76 24
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < 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 22 58 80 20 16 56 71 29 8 61 69 31
Female 15 66 80 20 11 55 65 35 10 57 67 33
Male 30 51 80 20 20 57 77 23 7 64 71 29
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 19 60 79 21 8 56 65 35 10 60 71 29
Hispanic 15 65 80 20 10 55 65 35 6 62 67 33
Native Hawaiian < < 100 0
White 57 29 86 14 32 64 95 5 10 60 70 30
Multiple Races < < < < < < < < < < < <
Students with Disabilities 35 15 50 50 10 50 60 40 8 25 33 67
Students without Disabilities 20 67 86 14 17 57 73 27 8 69 77 23
Economically Disadvantaged 11 61 72 28 11 54 65 35 3 61 64 36
Not Economically Disadvantaged 40 53 94 6 28 60 88 13 19 60 79 21
English Learners 7 73 80 20 9 47 56 44 3 65 68 32
Homeless < < 100 0 < < 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 19 60 79 21 22 51 73 27 11 62 73 27
Female 17 75 92 8 14 58 71 29 8 67 75 25
Male 22 41 63 37 30 44 75 25 14 58 72 28
Asian < < 100 0 < < < < < < 100 0
Black 17 66 83 17 16 55 71 29 7 66 73 27
Hispanic 3 62 66 34 18 56 74 26 8 61 69 31
White 40 40 80 20 62 15 77 23 16 68 84 16
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 13 35 48 52 36 24 60 40 12 41 53 47
Students without Disabilities 20 67 88 12 18 58 76 24 11 65 77 23
Economically Disadvantaged 16 53 69 31 14 56 70 30 8 63 70 30
Not Economically Disadvantaged 23 69 92 8 36 42 78 22 20 61 80 20
English Learners - 72 72 28 10 43 52 48 3 53 56 44
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 57 75 25 18 60 78 22 18 55 73 27
Female 20 58 78 22 14 61 74 26 12 60 72 28
Male 15 54 70 30 22 59 81 19 24 50 74 26
Asian < < 100 0 < < 100 0 < < < <
Black 17 55 72 28 14 55 69 31 15 61 76 24
Hispanic - 59 59 41 11 72 82 18 15 48 63 37
White 40 55 95 5 54 31 85 15 32 58 89 11
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 9 35 43 57 32 20 52 48 12 47 59 41
Students without Disabilities 20 63 83 17 14 69 84 16 19 56 75 25
Economically Disadvantaged 9 55 64 36 10 64 74 26 11 57 68 32
Not Economically Disadvantaged 29 58 88 13 33 51 84 16 34 49 83 17
English Learners - 68 68 32 10 43 52 48 3 50 53 47
Military Connected < < < < < < < <
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 57 75 25 18 60 78 22 18 55 73 27
Female 20 58 78 22 14 61 74 26 12 60 72 28
Male 15 54 70 30 22 59 81 19 24 50 74 26
Asian < < 100 0 < < 100 0 < < < <
Black 17 55 72 28 14 55 69 31 15 61 76 24
Hispanic - 59 59 41 11 72 82 18 15 48 63 37
White 40 55 95 5 54 31 85 15 32 58 89 11
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 9 35 43 57 32 20 52 48 12 47 59 41
Students without Disabilities 20 63 83 17 14 69 84 16 19 56 75 25
Economically Disadvantaged 9 55 64 36 10 64 74 26 11 57 68 32
Not Economically Disadvantaged 29 58 88 13 33 51 84 16 34 49 83 17
English Learners - 68 68 32 10 43 52 48 3 50 53 47
Military Connected < < < < < < < <
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 38 42 79 21 28 59 87 13 26 50 76 24
Female 29 51 80 20 20 66 86 14 27 48 75 25
Male 46 33 79 21 35 53 88 13 25 52 77 23
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 33 37 70 30 23 62 85 15 25 52 77 23
Hispanic 36 50 86 14 22 62 84 16 24 49 73 27
Native Hawaiian < < 100 0
White 64 21 86 14 45 45 91 9 30 50 80 20
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 38 19 56 44 26 58 84 16 13 29 42 58
Students without Disabilities 38 46 83 17 28 59 87 13 29 55 84 16
Economically Disadvantaged 28 46 74 26 21 64 85 15 20 49 69 31
Not Economically Disadvantaged 51 36 87 13 45 48 93 8 38 52 90 10
English Learners 29 59 88 12 17 63 80 20 23 47 70 30
Homeless < < < < < < 100 0
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 34 44 78 22 27 59 87 13 24 51 76 24
Female 28 52 80 20 19 67 86 14 27 48 75 25
Male 40 37 77 23 35 52 87 13 22 54 76 24
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 26 41 67 33 22 63 85 15 23 53 77 23
Hispanic 35 51 86 14 22 62 84 16 24 49 73 27
Native Hawaiian < < 100 0
White 62 23 85 15 45 45 91 9 30 50 80 20
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 30 30 70 24 59 82 18 5 32 36 64
Students without Disabilities 38 46 83 17 28 59 87 13 29 55 84 16
Economically Disadvantaged 23 49 72 28 20 64 84 16 18 51 68 32
Not Economically Disadvantaged 49 38 87 13 45 48 93 8 38 52 90 10
English Learners 27 61 88 12 15 65 80 20 21 48 69 31
Homeless < < < < < < 100 0
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
School554
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-kindergarten221920
Kindergarten134135113
Grade 1120125133
Grade 2126118133
Grade 3134127128
Grade 4145130137
Grade 5123141126
Total Students804795790

< = 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 Students804795790
Female383372374
Male421423416
American Indian222
Asian272120
Black296299303
Hispanic306318314
White137125130
Multiple Races362720
Students with Disabilities9897100
Students without Disabilities706698690
Economically Disadvantaged517488519
Not Economically Disadvantaged287307271
English Learners250260241
Not English Learners554535549
Military Connected182013
< = 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 Students668986938967099
Female334413334331848
Male334573604635251
American Indian<<<<<<
Asian166187165
Black242242643125236
Hispanic248462633526937
Native Hawaiian--<<<<
White123181151310618
Multiple Races374273223
Students with Disabilities921473197419
Economically Disadvantaged395854397844076
English Learners200382253022531
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 <
Other Offenses Against Persons <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.20.3
Asian2.83.42.6
Black3662.536.862.537.616.7
Hispanic37.612.538.14050
Native Hawaiian----0.4
White1812.51712.515.716.7
Multiple Races5.412.54.5253.416.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.20.3
Asian2.83.42.6
Black3636.837.6
Hispanic37.638.140
Native Hawaiian0.4
White181715.7
Multiple Races5.44.53.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.20.3
Asian2.83.42.6
Black3636.837.6
Hispanic37.638.140
Native Hawaiian----0.4
White181715.7
Multiple Races5.44.53.4
< = 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 61.464.366.9
< = 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 56.560.159.5
< = 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 84.184.584.2
< = 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)
Code Book
User Guide
Usage Agreement

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
2017-201845%50%0%5%
2018-201940%52%0%8%
2019-202037%61%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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​​​
Triangle Elementary to top