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Waverly Yowell Elementary

General school information

Category: Elementary (03-05) School
Phone: 540-948-4511
Address: 1809 North Main Street Madison, VA 22727
Principal: Mr. Joseph J. Kubricki
Superintendent: Ms. Anna Ruth Graham
School Number: 200
Region: 4
Division: Madison County Public Schools
Division Number: 56
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

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

ACCREDITATION

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

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

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 53 69 31 15 51 66 34 13 54 67 33
Female 16 54 70 30 15 51 66 34 14 53 68 32
Male 16 52 69 31 14 52 66 34 12 55 66 34
Asian < < 100 0 < < 100 0
Black 5 44 49 51 5 43 49 51 12 46 58 42
Hispanic - 90 90 10 25 50 75 25 20 60 80 20
White 18 53 71 29 15 52 68 32 13 55 68 32
Multiple Races 18 45 64 36 9 55 64 36 4 54 57 43
Students with Disabilities 7 29 36 64 6 26 32 68 9 9 19 81
Students without Disabilities 17 56 73 27 15 54 69 31 13 58 71 29
Economically Disadvantaged 11 47 58 42 7 48 55 45 9 43 52 48
Not Economically Disadvantaged 22 59 80 20 21 54 75 25 16 63 79 21
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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 8 53 62 38 17 47 64 36 7 56 63 37
Female 7 50 57 43 16 48 65 35 10 54 63 37
Male 9 56 65 35 18 46 63 37 5 57 62 38
Black < < < < < < < < 17 42 58 42
Hispanic < < 100 0 < < < < < < 100 0
White 9 54 63 37 18 48 66 34 6 56 63 37
Multiple Races < < < < < < < < 6 50 56 44
Students with Disabilities - 26 26 74 20 10 30 70 13 - 13 87
Students without Disabilities 10 58 68 32 17 50 67 33 6 63 69 31
Economically Disadvantaged 3 46 49 51 10 31 40 60 4 44 47 53
Not Economically Disadvantaged 14 62 76 24 21 56 77 23 10 65 75 25
English Learners < < < <
Military Connected < < < < < < 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 17 45 62 38 15 51 65 35 14 52 66 34
Female 23 39 62 38 16 50 66 34 15 57 72 28
Male 13 50 63 38 14 51 65 35 13 48 61 39
Asian < < 100 0
Black 5 42 47 53 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 20 43 63 37 13 52 65 35 14 53 67 33
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 36 36 64 - 25 25 75 < < < <
Students without Disabilities 19 46 65 35 16 54 70 30 14 56 70 30
Economically Disadvantaged 13 41 54 46 6 50 56 44 11 34 45 55
Not Economically Disadvantaged 22 50 72 28 23 52 74 26 16 64 80 20
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 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 23 60 83 17 13 56 68 32 18 54 72 28
Female 17 69 86 14 14 54 68 32 19 49 68 32
Male 30 50 80 20 11 58 69 31 17 58 75 25
Black 8 42 50 50 5 38 43 57 < < < <
Hispanic < < 100 0 < < < < < < < <
White 25 61 86 14 15 57 72 28 19 55 73 27
Multiple Races < < < < < < < < < < < <
Students with Disabilities 20 27 47 53 - 42 42 58 < < < <
Students without Disabilities 23 64 88 13 14 57 71 29 19 56 75 25
Economically Disadvantaged 18 56 74 26 6 56 62 38 12 49 62 38
Not Economically Disadvantaged 27 63 90 10 20 55 75 25 23 59 82 18
English Learners < < < < < < < <
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 19 59 78 22 17 56 73 27 13 66 78 22
Female 15 60 75 25 14 57 71 29 12 68 80 20
Male 22 58 80 20 19 54 74 26 13 63 77 23
Asian < < 100 0 < < 100 0
Black 8 51 59 41 5 49 54 46 8 65 73 27
Hispanic < < 100 0 19 56 75 25 20 67 87 13
White 21 58 79 21 18 56 75 25 14 65 79 21
Multiple Races 4 83 87 13 9 64 73 27 - 75 75 25
Students with Disabilities 7 39 46 54 6 32 38 62 6 28 34 66
Students without Disabilities 21 61 82 18 18 58 76 24 13 69 82 18
Economically Disadvantaged 14 55 69 31 10 56 66 34 7 64 71 29
Not Economically Disadvantaged 24 63 87 13 23 56 78 22 17 67 84 16
English Learners < < < < < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 58 70 30 18 55 72 28 10 63 73 27
Female 9 56 65 35 15 56 71 29 11 65 76 24
Male 14 60 74 26 21 53 74 26 8 62 70 30
Black < < < < < < < < 8 58 67 33
Hispanic < < 100 0 < < < < < < < <
White 12 58 69 31 19 55 74 26 12 63 74 26
Multiple Races < < < < < < < < - 69 69 31
Students with Disabilities - 32 32 68 10 20 30 70 7 13 20 80
Students without Disabilities 14 63 77 23 18 58 76 24 10 70 80 20
Economically Disadvantaged 7 55 62 38 12 52 64 36 4 58 62 38
Not Economically Disadvantaged 17 62 79 21 21 56 77 23 14 68 82 18
English Learners < < 100 0
Military Connected < < < < < < < <
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 19 60 79 21 27 56 83 17 22 63 85 15
Female 18 55 73 27 27 57 84 16 18 72 90 10
Male 19 65 85 15 27 55 82 18 26 55 81 19
Asian < < 100 0
Black 5 53 58 42 < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 58 81 19 27 56 83 17 24 60 83 17
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 55 55 45 8 33 42 58 < < < <
Students without Disabilities 20 61 81 19 29 58 88 12 23 66 89 11
Economically Disadvantaged 13 58 71 29 17 59 76 24 15 64 79 21
Not Economically Disadvantaged 25 63 88 12 37 53 90 10 27 63 89 11
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 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 20 60 81 19 4 52 56 44 3 69 72 28
Female 15 68 83 17 2 49 51 49 6 63 69 31
Male 27 51 78 22 5 55 60 40 - 74 74 26
Black 8 50 58 42 - 43 43 57 < < < <
Hispanic < < 100 0 < < < < < < < <
White 22 61 83 17 5 53 58 42 2 70 72 28
Multiple Races < < < < < < < < < < < <
Students with Disabilities 19 38 56 44 - 42 42 58 < < < <
Students without Disabilities 21 64 85 15 4 54 58 42 3 70 73 27
Economically Disadvantaged 20 52 71 29 2 52 54 46 2 69 71 29
Not Economically Disadvantaged 21 69 90 10 6 52 58 42 4 69 73 27
English Learners < < < < < < 100 0
Military Connected < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 52 48 100 0 20 76 96 4 24 76 100 0
Female 36 64 100 0 7 93 100 0 10 90 100 0
Male 63 38 100 0 36 55 91 9 33 67 100 0
Hispanic < < 100 0 < < 100 0
White 54 46 100 0 22 74 96 4 22 78 100 0
Students with Disabilities < < 100 0
Students without Disabilities 52 48 100 0 20 76 96 4 25 75 100 0
Economically Disadvantaged < < 100 0 < < < < < < 100 0
Not Economically Disadvantaged 52 48 100 0 24 76 100 0 22 78 100 0
Military Connected < < 100 0
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 26 58 83 17 11 51 62 38 22 57 79 21
Female 13 70 83 17 11 46 57 43 22 54 76 24
Male 39 45 84 16 11 55 66 34 22 60 82 18
Black 8 58 67 33 - 38 38 62 < < < <
Hispanic < < 100 0 < < < < < < < <
White 28 58 86 14 14 53 67 33 23 58 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities 20 53 73 27 - 58 58 42 < < < <
Students without Disabilities 26 58 85 15 12 50 62 38 23 59 82 18
Economically Disadvantaged 16 61 77 23 7 46 54 46 12 62 74 26
Not Economically Disadvantaged 33 56 89 11 15 55 71 29 32 53 85 15
English Learners < < < < < < 100 0
Military Connected < < 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 26 58 83 17 11 51 62 38 22 57 79 21
Female 13 70 83 17 11 46 57 43 22 54 76 24
Male 39 45 84 16 11 55 66 34 22 60 82 18
Black 8 58 67 33 - 38 38 62 < < < <
Hispanic < < 100 0 < < < < < < < <
White 28 58 86 14 14 53 67 33 23 58 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities 20 53 73 27 - 58 58 42 < < < <
Students without Disabilities 26 58 85 15 12 50 62 38 23 59 82 18
Economically Disadvantaged 16 61 77 23 7 46 54 46 12 62 74 26
Not Economically Disadvantaged 33 56 89 11 15 55 71 29 32 53 85 15
English Learners < < < < < < 100 0
Military Connected < < 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 30 41 71 29 27 49 76 24 35 42 77 23
Female 27 38 65 35 18 56 74 26 27 52 78 22
Male 33 43 76 24 32 45 77 23 44 32 76 24
Asian < < 100 0
Black 15 40 55 45 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 36 36 72 28 27 47 75 25 35 41 76 24
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 55 55 45 8 50 58 42 < < < <
Students without Disabilities 33 40 73 27 29 49 78 22 37 44 81 19
Economically Disadvantaged 19 42 61 39 23 47 69 31 23 36 60 40
Not Economically Disadvantaged 42 39 82 18 31 52 82 18 43 45 88 12
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 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 30 41 71 29 27 49 76 24 35 42 77 23
Female 27 38 65 35 18 56 74 26 27 52 78 22
Male 33 43 76 24 32 45 77 23 43 33 75 25
Asian < < 100 0
Black 15 40 55 45 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 36 36 72 28 27 47 75 25 35 41 76 24
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 55 55 45 8 50 58 42 < < < <
Students without Disabilities 33 40 73 27 29 49 78 22 37 44 81 19
Economically Disadvantaged 19 42 61 39 23 47 69 31 22 37 59 41
Not Economically Disadvantaged 42 39 82 18 31 52 82 18 43 45 88 12
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 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
School-1-
Division-1-
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
Grade 3115128127
Grade 4127123131
Grade 5144130122
Total Students386381380

< = 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 Students386381380
Female172184188
Male214197192
Asian112
Black372631
Hispanic161513
White308311285
Multiple Races242849
Students with Disabilities374037
Students without Disabilities349341343
Economically Disadvantaged188163162
Not Economically Disadvantaged198218218
English Learners322
Not English Learners383379378
Military Connected553
Foster Care434
< = 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 Students384243661735922
Female17812170617311
Male206121961118611
Asian--<<<<
Black411352270
Hispanic100160141
White312222921329119
Multiple Races211222262
Students with Disabilities527303294
Economically Disadvantaged189171811315317
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
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 31
Other Offenses Against Persons 18
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 78
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 Indian------
Asian--0.30.3
Black10.6209.620.76.823.4
Hispanic2.26.74.113.83.94.3
Native Hawaiian------
White81.773.379.858.681.666
Multiple Races5.46.26.97.36.4
< = 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 Indian
Asian0.30.3
Black10.69.66.8
Hispanic2.24.13.9
Native Hawaiian
White81.779.881.6
Multiple Races5.46.27.3
< = 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 Indian------
Asian--0.30.3
Black10.69.66.8
Hispanic2.24.13.9
Native Hawaiian------
White81.779.881.6
Multiple Races5.46.27.3
< = 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 49.543.342.9
< = 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 55.258.359.5
< = 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 8382.777.8
< = 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
2017-201845%55%0%0%
2018-201945%55%0%0%
2019-202047%53%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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

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

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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