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Victory Elementary

General school information

Category: Elementary (KG-06) School
Phone: 757-393-8806
Address: 2828 Greenwood Drive Portsmouth, VA 23701-4347
Principal: Dr. J. Wayne Williams
Superintendent: Dr. Elie Bracy
School Number: 1769
Region: 2
Division: Portsmouth City Public Schools
Division Number: 121
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: 2018 through 2020

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 13 63 76 24 14 58 72 28 11 57 68 32
Female 12 69 81 19 14 60 73 27 9 61 71 29
Male 15 57 72 28 14 57 71 29 13 52 65 35
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 11 63 74 26 12 57 69 31 10 55 65 35
Hispanic < < < < 31 62 92 8 23 54 77 23
Native Hawaiian < < 100 0 < < 100 0
White 15 63 78 22 8 67 74 26 13 59 71 29
Multiple Races < < < < 18 53 71 29 12 59 71 29
Students with Disabilities 4 41 44 56 13 30 43 57 9 20 29 71
Students without Disabilities 14 66 80 20 14 62 75 25 12 61 73 27
Economically Disadvantaged 10 56 65 35 6 60 65 35 9 53 62 38
Not Economically Disadvantaged 17 71 88 12 29 56 85 15 16 62 78 22
Homeless < < < < < < < <
Military Connected 16 67 82 18 15 60 75 25
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 60 70 30 21 51 72 28 14 54 68 32
Female 9 60 69 31 23 48 70 30 12 58 70 30
Male 11 61 72 28 18 55 74 26 16 50 66 34
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 66 72 28 15 52 67 33 12 52 64 36
Hispanic < < < < < < 100 0 < < < <
White 19 46 65 35 14 50 64 36 20 55 75 25
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 11 59 70 30 19 55 73 27 14 57 70 30
Economically Disadvantaged 12 49 60 40 11 54 65 35 11 55 66 34
Not Economically Disadvantaged 8 74 82 18 39 46 86 14 18 53 71 29
Homeless < < < <
Military Connected 13 63 75 25 24 71 94 6
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 12 63 75 25 8 63 71 29 9 62 71 29
Female 13 71 84 16 7 66 73 27 7 65 72 28
Male 11 54 65 35 10 58 68 32 11 58 69 31
Asian < < < < < < 100 0 < < 100 0
Black 9 60 68 32 10 61 71 29 6 58 63 37
Hispanic < < 100 0 < < 100 0 < < 100 0
White 13 74 87 13 5 67 71 29 5 74 79 21
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 50 50 50 10 30 40 60
Students without Disabilities 12 65 76 24 10 65 74 26 8 67 75 25
Economically Disadvantaged 3 61 63 37 2 64 66 34 7 56 63 37
Not Economically Disadvantaged 22 65 86 14 20 60 80 20 12 76 88 12
Homeless < < 100 0
Military Connected 14 71 86 14 < < < <
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 74 91 9 12 60 71 29 15 53 68 32
Female 14 76 90 10 8 62 69 31 13 64 77 23
Male 20 72 92 8 16 58 74 26 17 40 57 43
American Indian < < 100 0 < < 100 0
Black 15 73 88 12 12 53 65 35 17 54 72 28
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 13 80 93 7 6 83 89 11 11 44 56 44
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < 100 0 < < < < - 25 25 75
Students without Disabilities 17 73 90 10 11 61 72 28 18 58 76 24
Economically Disadvantaged 12 68 80 20 5 61 66 34 12 50 62 38
Not Economically Disadvantaged 21 79 100 0 29 57 86 14 19 56 75 25
Military Connected 17 67 83 17 < < < <
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
All Students 17 57 74 26 13 62 75 25 8 58 65 35
Female 13 75 88 13 17 67 83 17 6 57 63 37
Male 21 41 62 38 10 57 67 33 9 58 67 33
Asian < < 100 0 < < 100 0
Black 15 56 71 29 10 63 73 27 7 55 63 38
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0
White 13 60 73 27 8 62 69 31 15 62 77 23
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 9 9 91 < < < < < < < <
Students without Disabilities 21 69 90 10 15 70 85 15 7 63 70 30
Economically Disadvantaged 14 48 62 38 3 62 65 35 6 51 57 43
Not Economically Disadvantaged 21 67 88 13 27 62 88 12 11 70 81 19
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 14 65 79 21 17 60 77 23 12 63 75 25
Female 14 70 84 16 13 60 73 27 10 67 77 23
Male 13 61 75 25 21 60 82 18 15 59 74 26
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 12 65 78 22 16 56 72 28 10 65 75 25
Hispanic 31 69 100 0 36 57 93 7 23 69 92 8
Native Hawaiian < < 100 0 < < 100 0
White 13 64 78 22 14 70 84 16 12 61 72 28
Multiple Races < < < < 18 65 82 18 28 50 78 22
Students with Disabilities 4 41 44 56 17 45 62 38 11 20 31 69
Students without Disabilities 15 68 83 17 17 62 79 21 12 68 81 19
Economically Disadvantaged 7 64 71 29 13 59 72 28 8 63 71 29
Not Economically Disadvantaged 21 67 88 12 25 63 88 12 20 63 83 17
Homeless < < 100 0 < < < < < < 100 0
Military Connected 25 57 82 18 10 68 78 23
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 65 70 30 23 46 69 31 15 67 82 18
Female 4 67 71 29 16 45 61 39 10 68 78 22
Male 5 63 68 32 32 46 78 22 20 66 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 66 72 28 14 45 59 41 10 70 81 19
Hispanic < < 100 0 < < 100 0 < < 100 0
White 4 58 63 38 36 43 79 21 20 60 80 20
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 5 65 70 30 22 50 72 28 15 70 85 15
Economically Disadvantaged 4 58 62 38 19 41 59 41 14 68 82 18
Not Economically Disadvantaged 5 74 79 21 33 56 89 11 16 66 82 18
Homeless < < 100 0 < < 100 0
Military Connected 25 56 81 19 18 76 94 6
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 68 90 10 21 67 88 13 16 62 78 22
Female 21 74 95 5 20 63 83 17 13 67 80 20
Male 23 62 85 15 23 71 94 6 19 56 75 25
Asian < < 100 0 < < 100 0 < < 100 0
Black 21 65 85 15 27 63 90 10 10 65 75 25
Hispanic < < 100 0 < < 100 0 < < 100 0
White 26 70 96 4 15 65 80 20 11 67 78 22
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 10 80 90 10 20 20 40 60
Students without Disabilities 23 69 91 9 23 65 87 13 15 68 83 17
Economically Disadvantaged 10 78 88 13 15 72 87 13 9 65 74 26
Not Economically Disadvantaged 35 57 92 8 32 56 88 12 32 56 88 12
Homeless < < 100 0
Military Connected 29 50 79 21 < < < <
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 13 63 77 23 13 57 70 30 7 64 71 29
Female 13 70 83 17 8 61 68 32 5 74 79 21
Male 13 57 70 30 18 53 71 29 9 54 63 37
American Indian < < 100 0 < < < <
Black 11 64 75 25 14 50 64 36 9 71 80 20
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 6 63 69 31 6 75 81 19 6 44 50 50
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 25 25 75
Students without Disabilities 14 68 82 18 13 58 70 30 8 72 80 20
Economically Disadvantaged 7 55 62 38 9 58 67 33 2 59 61 39
Not Economically Disadvantaged 19 71 90 10 24 52 76 24 13 72 84 16
Military Connected 17 67 83 17 < < < <
Grade 6 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 65 82 18 8 77 85 15 10 58 69 31
Female 23 68 91 9 7 77 83 17 12 56 68 32
Male 11 63 74 26 10 77 87 13 9 60 70 30
Asian < < 100 0 < < 100 0
Black 10 68 77 23 10 68 78 22 11 53 64 36
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0
White 15 69 85 15 - 100 100 0 8 77 85 15
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 30 30 70 < < < < < < < <
Students without Disabilities 21 74 95 5 9 81 91 9 10 63 73 27
Economically Disadvantaged 8 62 69 31 6 71 76 24 4 60 64 36
Not Economically Disadvantaged 26 70 96 4 12 85 96 4 22 56 78 22
Homeless < < < < < < 100 0
Military Connected < < < < < < < <
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 11 49 61 39 21 71 92 8 11 64 74 26
Female 10 50 60 40 10 85 95 5 10 72 82 18
Male 13 48 61 39 32 58 89 11 11 54 66 34
American Indian < < 100 0 < < 100 0
Black 8 46 54 46 22 69 92 8 9 72 80 20
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 13 60 73 27 17 78 94 6 11 44 56 44
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 33 33 67
Students without Disabilities 13 52 64 36 21 75 96 4 13 69 82 18
Economically Disadvantaged 3 30 33 67 16 73 89 11 12 55 67 33
Not Economically Disadvantaged 19 68 87 13 33 67 100 0 9 75 84 16
Military Connected 25 75 100 0 < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 49 61 39 21 71 92 8 11 64 74 26
Female 10 50 60 40 10 85 95 5 10 72 82 18
Male 13 48 61 39 32 58 89 11 11 54 66 34
American Indian < < 100 0 < < 100 0
Black 8 46 54 46 22 69 92 8 9 72 80 20
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 13 60 73 27 17 78 94 6 11 44 56 44
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 33 33 67
Students without Disabilities 13 52 64 36 21 75 96 4 13 69 82 18
Economically Disadvantaged 3 30 33 67 16 73 89 11 12 55 67 33
Not Economically Disadvantaged 19 68 87 13 33 67 100 0 9 75 84 16
Military Connected 25 75 100 0 < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 50 89 11 39 44 83 17 23 52 75 25
Female 42 50 92 8 34 46 80 20 18 62 80 20
Male 37 50 87 13 45 42 87 13 31 39 69 31
Asian < < 100 0 < < 100 0 < < 100 0
Black 38 47 85 15 34 56 90 10 16 59 75 25
Hispanic < < 100 0 < < 100 0 < < < <
White 43 52 95 5 35 35 70 30 28 39 67 33
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < 10 60 70 30 < < < <
Students without Disabilities 42 49 91 9 44 42 85 15 26 54 81 19
Economically Disadvantaged 25 58 83 18 28 53 81 19 20 50 70 30
Not Economically Disadvantaged 56 41 97 3 60 28 88 12 32 56 88 12
Homeless < < 100 0
Military Connected 57 29 86 14 < < < <
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 38 51 89 11 39 44 83 17 24 50 74 26
Female 40 51 91 9 35 45 80 20 18 61 80 20
Male 37 50 87 13 45 42 87 13 32 35 68 32
Asian < < 100 0 < < 100 0 < < 100 0
Black 38 47 85 15 35 55 90 10 16 57 73 27
Hispanic < < 100 0 < < 100 0 < < < <
White 40 55 95 5 35 35 70 30 28 39 67 33
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 42 49 91 9 44 42 85 15 26 54 81 19
Economically Disadvantaged 25 58 83 18 28 53 81 19 20 50 70 30
Not Economically Disadvantaged 55 42 97 3 63 25 88 13 36 50 86 14
Homeless < < 100 0
Military Connected 57 29 86 14 < < < <
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
Civics & Econ 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
< = 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
School---
Division65-
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 2018-20192019-20202020-2021
Kindergarten838468
Grade 11059471
Grade 28010682
Grade 3867875
Grade 4799369
Grade 5787980
Grade 6747570
Total Students585609515

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

Fall Membership by Subgroups

2020 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 2018-20192019-20202020-2021
All Students585609515
Female294304257
Male291305258
American Indian263
Asian1068
Black368373326
Hispanic283629
Native Hawaiian332
White143151105
Multiple Races313442
Students with Disabilities516843
Students without Disabilities534541472
Economically Disadvantaged366394310
Not Economically Disadvantaged219215205
English Learners144
Not English Learners584605511
Homeless124
Military Connected10710958
< = 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 Students509575315553056
Female261272842927130
Male248302472625926
American Indian<<<<<<
Asian<<<<<<
Black317273242833332
Hispanic253265263
Native Hawaiian--<<<<
White136231382012220
Multiple Races194262361
Students with Disabilities52104111509
Economically Disadvantaged306453333733942
English Learners<<<<<<
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 127
Other Offenses Against Persons 62
Property 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 Indian0.51.20.3
Asian11.71.70.9
Black61.574.759.468.162.983.2
Hispanic4.73.65.74.84.4
Native Hawaiian--0.50.5
White28.421.727.128.324.47.1
Multiple Races3.84.53.55.34.4
< = 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 Indian0.51.20.3
Asian11.71.7
Black61.559.462.9
Hispanic4.75.74.8
Native Hawaiian0.50.5
White28.427.124.4
Multiple Races3.84.55.3
< = 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 Indian0.51.20.3
Asian11.71.7
Black61.559.462.9
Hispanic4.75.74.8
Native Hawaiian--0.50.5
White28.427.124.4
Multiple Races3.84.55.3
< = 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 56.456.958.9
< = 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 70.267.973.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 84.581.574.1
< = 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
2017-201849%41%5%5%
2018-201958%33%5%4%
2019-202061%27%5%7%
< = 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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