Westbriar Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-937-1700
Address: 1741 Pine Valley Dr Vienna, VA 22182
Principal: Sallie Burch
Superintendent: Dr. Michelle C. Reid
School Number: 1580
Region: 4
Division: Fairfax County Public Schools
Division Number: 29
Division Website (opens new window)

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

School Environment

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

School submitted all required evidence to the Department of Education as prescribed in the Standards of Accreditation and all evidence is satisfactory and approved for compliance.

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

Additional evidence was submitted and is deemed to meet the conditions by the Department.

Not all the submitted evidence was satisfactory.

Show explanation

No additional explanation available.

Promotion and Retention Policies

This policy makes sure schools are being fair and doing everything they can to help each student move up to the next grade. If they don’t follow these rules, they may lose their accreditation. For example, this could happen if they don’t give all the required tests or fail to support students who need extra help. For further detail, please see the associated code 8VAC20-132-300 B. 1

Graduation Requirements

Schools must offer all the classes and programs students need to earn a diploma. This includes regular, honors, or advanced courses, either in person or online. Career and technical programs must be available too. Schools should also give students chances to build job skills, earn special diploma seals, or finish credits in summer school. If a school doesn’t offer enough of these options, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 2

Instructional Program

Schools must teach all core subjects—like reading, math, science, and history—based on the state’s Standards of Learning (SOLs). SOLs are the learning expectations of what students should know and be able to do in each subject and grade. Schools are also expected to give students opportunities to explore and prepare for careers, take advanced classes that prepare them for college-level work, and participate in work experiences. Lessons should help students think clearly and work well with others, and should be taught in ways that meet students’ needs. If a school doesn’t offer a strong and fair learning program that includes these things, it may lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 3-4

Leadership and Staffing Requirements

Schools need strong leaders and enough qualified staff to support learning for all students. This means principals must help teachers do their best by providing support. They also create a safe and positive school environment and work with families. Teachers must be properly trained, meet state expectations, and help all students learn. Schools also must have counselors, support staff, and planning time for teachers. If a school doesn’t have all required staff or isn’t fully supporting teachers and families, it could lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 5

Facilities and Safety Provisions

Schools must be clean, safe, and up to code. This means having classrooms, labs, libraries, and nursing areas that are usable and big enough for students and staff. Schools also must be prepared for emergencies with first aid and plans for drills. Some staff must be CPR-certified and able to help with common medical emergencies, like allergic reactions. If a school doesn’t follow these safety expectations, they might lose accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 6

Parental Notification

Each year, schools must tell families what their child will learn, when they’ll take state tests like the Standards of Learning assessments, and what is needed to move up a grade. Schools also have to share a school performance report, that, similar to a student report card, shows how the school is doing. This includes information like test scores, student enrollment, and teacher quality. If a school doesn’t share this information, it can lose full accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 7

Standards of Learning

Schools are required to teach the Standards of Learning (SOLs), which are the learning expectations of what students should know and be able to do in each subject based on their grade level. If a school doesn’t teach all of the standards for each grade and subject, they may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 8

Long-Range Comprehensive Plan

Every year, school divisions and schools have to identify the steps they need to take to give every student a quality education and publish their plans on the division and school websites. Schools that are identified for additional state support work with the school division, teachers, and parents to make a multi-year plan to boost student learning and school quality. The school, division, and VDOE regularly review these plans to make sure the schools are improving and getting the support they need. Schools that do not create and follow these plans may lose their accreditation. For further detail, please see the associated code 8VAC20-132-300 B. 9

Federally Identified Schools

Schools that are identified for Comprehensive Support must work with VDOE and their division to create and follow their improvement plan. Every year, the schools identified for any type of support must report what they have done to the division and VDOE. Schools have three years to improve student learning or receive more support from VDOE. Schools that the state identifies for Targeted Support or Additional Targeted Support must work with the school division, teachers, and parents to create and follow a multi-year plan to boost student learning, including identifying the school’s needs and available resources, and deciding how the division and school will work together to get those resources. For further detail, please see the associated code 8VAC20-132-300 B.10

Compliance

Actions taken to correct any noncompliance issues that the school reported in the previous year. For further detail, please see the associated code 8VAC20-132-300 B.11

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program 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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	32	59	91	9	29	62	91	9	29	61	89	11
Female	35	59	94	6	32	61	93	7	29	60	89	11
Male	30	59	89	11	27	62	89	11	28	62	90	10
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	36	60	96	4	38	55	93	7	37	58	95	5
Black	15	59	74	26	8	72	80	20	8	67	75	25
Hispanic	30	58	88	12	24	62	86	14	12	71	84	16
White	28	60	88	12	21	70	91	9	26	60	85	15
Multiple Races	50	48	98	2	49	43	92	8	33	58	92	8
Students with Disabilities	15	56	71	29	11	66	77	23	7	62	68	32
Students without Disabilities	34	59	94	6	32	61	93	7	32	61	92	8
Economically Disadvantaged	21	55	76	24	7	70	77	23	14	54	68	32
Not Economically Disadvantaged	33	59	93	7	32	61	92	8	31	62	92	8
English Learners	9	58	67	33	6	45	52	48	8	46	53	47
Homeless	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	47	47	95	5	27	68	95	5	25	75	100	0
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	63	87	13	27	62	89	11	24	64	89	11
Female	26	61	87	13	32	63	94	6	22	65	87	13
Male	21	65	86	14	20	61	81	19	27	64	91	9
American Indian	<	<	100	0					<	<	100	0
Asian	23	70	93	7	37	52	89	11	33	64	98	2
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	23	62	85	15	17	75	92	8	-	85	85	15
White	14	66	80	20	14	77	91	9	21	62	83	17
Multiple Races	69	31	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	-	69	69	31	13	56	69	31	8	50	58	42
Students without Disabilities	26	63	89	11	28	63	91	9	26	66	92	8
Economically Disadvantaged	<	<	<	<	7	57	64	36	8	62	69	31
Not Economically Disadvantaged	24	64	88	12	29	63	92	8	26	65	91	9
English Learners	9	61	70	30	13	46	58	42	11	54	64	36
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	63	90	10	30	60	90	10	36	55	90	10
Female	32	61	94	6	31	55	86	14	42	51	93	7
Male	23	65	88	12	30	64	94	6	28	59	86	14
Asian	30	66	96	4	35	56	91	9	43	52	95	5
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	9	73	82	18	18	73	91	9	23	69	92	8
White	32	56	88	12	19	71	90	10	35	50	85	15
Multiple Races	10	80	90	10	75	17	92	8	<	<	<	<
Students with Disabilities	28	50	78	22	18	65	82	18	13	50	63	38
Students without Disabilities	27	65	92	8	33	59	92	8	39	55	94	6
Economically Disadvantaged	29	50	79	21	-	80	80	20	24	47	71	29
Not Economically Disadvantaged	27	65	92	8	33	58	91	9	37	56	93	7
English Learners	8	58	67	33	7	40	47	53	6	56	61	39
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	28	66	94	6	18	72	90	10	21	69	90	10
Female	29	67	97	3	16	68	84	16	21	66	88	13
Male	27	63	90	10	20	75	94	6	20	71	91	9
American Indian	<	<	100	0					<	<	100	0
Asian	40	55	95	5	23	77	100	0	27	66	93	7
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	18	55	73	27	9	73	82	18
White	19	74	93	7	17	72	88	12	14	74	88	12
Multiple Races	<	<	100	0	<	<	<	<	38	54	92	8
Students with Disabilities	8	69	77	23	-	82	82	18	-	78	78	22
Students without Disabilities	31	65	96	4	21	70	91	9	24	67	92	8
Economically Disadvantaged	23	62	85	15	-	73	73	27	-	67	67	33
Not Economically Disadvantaged	29	66	95	5	20	72	91	9	23	69	92	8
English Learners	<	<	<	<	-	46	46	54	-	33	33	67
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	50	44	94	6	41	54	95	5	33	56	88	12
Female	55	43	98	2	42	58	100	0	28	58	86	14
Male	46	44	90	10	40	48	87	13	36	54	90	10
Asian	52	48	100	0	52	44	95	5	41	54	96	4
Black	27	36	64	36	<	<	100	0	<	<	<	<
Hispanic	45	55	100	0	<	<	<	<	17	58	75	25
White	47	45	92	8	31	62	93	7	31	54	85	15
Multiple Races	83	17	100	0	50	50	100	0	40	60	100	0
Students with Disabilities	20	40	60	40	13	60	73	27	7	64	71	29
Students without Disabilities	54	44	98	2	44	53	97	3	36	54	90	10
Economically Disadvantaged	<	<	<	<	<	<	100	0	17	48	65	35
Not Economically Disadvantaged	52	43	96	4	42	52	94	6	36	57	93	7
English Learners	10	50	60	40	-	50	50	50	11	33	44	56
Homeless									<	<	100	0
Military Connected	<	<	100	0	<	<	<	<	<	<	100	0
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2023-2024				2024-2025				2025-2026
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

select test

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	39	54	92	8	41	54	95	5	36	59	95	5
Female	35	57	92	8	38	57	95	5	30	65	95	5
Male	42	50	93	7	45	51	96	4	42	53	95	5
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	54	43	97	3	55	44	99	1	48	52	100	0
Black	6	74	81	19	8	77	85	15	13	75	88	13
Hispanic	21	70	91	9	34	56	90	10	18	71	90	10
White	31	58	88	12	30	63	94	6	29	63	92	8
Multiple Races	45	55	100	0	51	43	95	5	47	47	94	6
Students with Disabilities	13	61	74	26	13	70	83	17	17	65	82	18
Students without Disabilities	42	53	95	5	45	52	97	3	39	58	97	3
Economically Disadvantaged	15	57	72	28	13	65	78	22	16	69	85	15
Not Economically Disadvantaged	41	53	94	6	44	53	97	3	39	57	96	4
English Learners	16	58	74	26	18	68	86	14	14	69	83	17
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Military Connected	37	53	89	11	27	68	95	5	35	60	95	5
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	68	90	10	28	66	94	6	26	67	93	7
Female	13	76	89	11	24	73	97	3	19	73	92	8
Male	30	61	91	9	31	60	90	10	33	61	94	6
American Indian	<	<	<	<					<	<	100	0
Asian	33	63	96	4	37	61	99	1	35	63	98	2
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	8	85	92	8	33	50	83	17	-	92	92	8
White	14	70	84	16	14	82	95	5	24	67	90	10
Multiple Races	38	62	100	0	<	<	<	<	<	<	<	<
Students with Disabilities	8	75	83	17	6	63	69	31	8	58	67	33
Students without Disabilities	24	67	91	9	31	67	98	2	28	68	96	4
Economically Disadvantaged	<	<	<	<	-	79	79	21	7	64	71	29
Not Economically Disadvantaged	23	68	91	9	31	65	96	4	28	68	96	4
English Learners	4	65	69	31	17	72	90	10	14	69	83	17
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	36	53	90	10	44	48	92	8	5	82	87	13
Female	26	57	84	16	35	51	86	14	5	84	89	11
Male	45	50	95	5	52	45	97	3	4	78	83	17
Asian	50	50	100	0	60	40	100	0	8	92	100	0
Black	<	<	<	<	<	<	<	<	<	<	<	<
Hispanic	27	45	73	27	36	55	91	9	<	<	<	<
White	31	51	82	18	29	57	86	14	6	77	84	16
Multiple Races	30	70	100	0	67	25	92	8	<	<	100	0
Students with Disabilities	11	67	78	22	25	50	75	25	-	70	70	30
Students without Disabilities	40	52	92	8	47	47	95	5	6	84	90	10
Economically Disadvantaged	24	53	76	24	9	45	55	45	-	86	86	14
Not Economically Disadvantaged	38	53	92	8	48	48	96	4	7	80	87	13
English Learners	22	56	78	22	24	53	76	24	-	69	69	31
Military Connected	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	69	91	9	22	72	94	6	35	60	96	4
Female	25	72	96	4	24	67	91	9	37	60	97	3
Male	19	65	84	16	20	76	96	4	34	61	95	5
Asian	32	58	90	10	25	75	100	0	47	53	100	0
Black	<	<	100	0	<	<	<	<	<	<	100	0
Hispanic	<	<	100	0	<	<	<	<	33	50	83	17
White	16	73	89	11	22	70	91	9	27	66	93	7
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	15	54	69	31	7	87	93	7	11	78	89	11
Students without Disabilities	23	71	95	5	25	69	94	6	40	58	97	3
Economically Disadvantaged	-	80	80	20	8	75	83	17	25	67	92	8
Not Economically Disadvantaged	25	68	93	8	24	71	95	5	37	60	96	4
English Learners	19	56	75	25	17	61	78	22	10	70	80	20
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	53	39	92	8	40	58	98	3	49	47	95	5
Female	57	36	94	6	31	64	94	6	40	56	96	4
Male	48	43	90	10	48	52	100	0	56	40	95	5
American Indian									<	<	100	0
Asian	70	27	97	3	59	38	97	3	66	34	100	0
Black	-	60	60	40	<	<	100	0	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	30	70	100	0
White	52	41	93	7	26	71	97	3	36	58	93	7
Multiple Races	<	<	100	0	<	<	100	0	69	23	92	8
Students with Disabilities	7	53	60	40	8	85	92	8	33	53	87	13
Students without Disabilities	63	36	99	1	46	52	99	1	51	46	97	3
Economically Disadvantaged	18	36	55	45	<	<	100	0	6	75	81	19
Not Economically Disadvantaged	58	39	97	3	41	57	97	3	56	42	98	2
English Learners	<	<	<	<	<	<	100	0	11	79	89	11
Homeless									<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	64	36	100	0	72	28	100	0	47	53	100	0
Female	62	38	100	0	67	33	100	0	42	58	100	0
Male	67	33	100	0	80	20	100	0	51	49	100	0
Asian	85	15	100	0	85	15	100	0	47	53	100	0
Black	<	<	100	0	<	<	100	0	<	<	100	0
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	51	49	100	0	66	34	100	0	45	55	100	0
Multiple Races	60	40	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	100	0	<	<	100	0	<	<	100	0
Students without Disabilities	65	35	100	0	74	26	100	0	47	53	100	0
Economically Disadvantaged	<	<	100	0	<	<	100	0	55	45	100	0
Not Economically Disadvantaged	65	35	100	0	72	28	100	0	46	54	100	0
English Learners	<	<	100	0	<	<	100	0	<	<	100	0
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	100	0	<	<	100	0	100	-	100	0
Female	<	<	100	0					<	<	100	0
Male					<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
White									<	<	100	0
Students without Disabilities	<	<	100	0	<	<	100	0	100	-	100	0
Not Economically Disadvantaged	<	<	100	0	<	<	100	0	100	-	100	0
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Substitute Math Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	38	51	90	10	35	53	88	12	38	46	84	16
Female	34	62	95	5	31	53	83	17	27	54	80	20
Male	45	37	82	18	38	54	92	8	47	40	86	14
American Indian	<	<	100	0					<	<	100	0
Asian	48	39	87	13	42	52	94	6	40	48	88	13
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	18	55	73	27	27	45	73	27
White	32	58	90	10	35	52	87	13	32	52	84	16
Multiple Races	<	<	100	0	<	<	100	0	77	15	92	8
Students with Disabilities	13	50	63	38	18	65	82	18	39	39	78	22
Students without Disabilities	42	52	93	7	37	52	89	11	38	47	85	15
Economically Disadvantaged	31	46	77	23	17	50	67	33	8	54	62	38
Not Economically Disadvantaged	39	52	91	9	36	54	90	10	41	45	86	14
English Learners	-	44	44	56	11	28	39	61	-	37	37	63
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	38	51	90	10	35	53	88	12	38	46	84	16
Female	34	62	95	5	31	53	83	17	27	54	80	20
Male	45	37	82	18	38	54	92	8	47	40	86	14
American Indian	<	<	100	0					<	<	100	0
Asian	48	39	87	13	42	52	94	6	40	48	88	13
Black	<	<	100	0	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	18	55	73	27	27	45	73	27
White	32	58	90	10	35	52	87	13	32	52	84	16
Multiple Races	<	<	100	0	<	<	100	0	77	15	92	8
Students with Disabilities	13	50	63	38	18	65	82	18	39	39	78	22
Students without Disabilities	42	52	93	7	37	52	89	11	38	47	85	15
Economically Disadvantaged	31	46	77	23	17	50	67	33	8	54	62	38
Not Economically Disadvantaged	39	52	91	9	36	54	90	10	41	45	86	14
English Learners	-	44	44	56	11	28	39	61	-	37	37	63
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Earth Science Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
VA Studies Performance	2023-2024				2024-2025				2025-2026
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

	2023-2024	2024-2025	2025-2026
School	26	14	9
Division	1,602	1,077	491
State	6,361	4,559	1,714
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
	2023-2024	2024-2025	2025-2026
Pre-kindergarten	5	6	7
Kindergarten	91	85	103
Grade 1	91	105	95
Grade 2	116	98	104
Grade 3	121	136	116
Grade 4	145	121	131
Grade 5	144	139	127
Grade 6	135	155	134
Total Enrollment	848	845	817

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

Fall Membership by Student Group

Fall Membership By Student Group:

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	2023-2024	2024-2025	2025-2026
All Students	848	845	817
Female	422	420	391
Male	425	424	426
American Indian	4	3	2
Asian	318	323	303
Black	47	43	39
Hispanic	70	73	88
White	336	343	325
Multiple Races	73	60	60
Students with Disabilities	73	94	106
Students without Disabilities	775	751	711
Economically Disadvantaged	88	99	98
Not Economically Disadvantaged	760	746	719
English Learners	209	224	223
Not English Learners	639	621	594
Homeless	1	6	-
Military Connected	33	32	31
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	773	73	760	74	764	62
Female	383	33	387	34	373	29
Male	389	40	373	40	391	33
American Indian	<	<	<	<	<	<
Asian	281	37	300	22	285	17
Black	48	1	41	2	36	3
Hispanic	63	6	63	11	80	10
White	307	26	296	35	304	27
Multiple Races	71	2	57	4	57	5
Students with Disabilities	83	9	92	11	103	12
Economically Disadvantaged	74	13	59	26	93	20
English Learners	188	28	196	36	207	26
Homeless	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Finance

Per-Pupil Spending

2024-2025 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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

School Environment

Student Behavior

Number of Events by Behavior Category
	2023-2024	2024-2025	2025-2026
Behaviors that Impede Academic Progress			1
Behaviors related to School Operations	5	2	6
Relationship Behaviors without Physical Harm	2	4	12
Behaviors of a Safety Concern	13	3	18
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others		5	3

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

Administrative Response to Student Behavior

Number of Students receiving each Response
	2023-2024	2024-2025	2025-2026
In-School Suspension	7	3	5
Out-of-School Suspension	0	1	3
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	0	1	0
Bus Suspension	2	0	11

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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	9.4	8.9	12.2
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	10.7	14.4	12.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	54.3	61.1	55.1
< = 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.

Teacher Quality

Teacher Quality All Schools
	Poverty Level	Out-of-Field Teachers		Inexperienced Teachers		Out-of-Field and Inexperienced Teachers
		Percent	Number	Percent	Number	Percent	Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

< = 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: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	32%	66%	2%	0%
2024-2025	38%	59%	3%	0%
2025-2026	38%	58%	3%	1%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2025-2026 Data Used for Required Federal Reporting: Not Identified for Support and Improvement

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	90%	83%	88%
Asian	95%	91%	88%
Black	75%	78%	88%
Hispanic	84%	78%	88%
White	87%	87%	88%
Multiple Races	92%	85%	88%
Economically Disadvantaged	70%	78%	88%
English Learners	74%	74%	88%
Students with Disabilities	68%	72%	88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	96%	79%	85%
Asian	100%	90%	85%
Black	88%	73%	85%
Hispanic	92%	73%	85%
White	94%	83%	85%
Multiple Races	94%	81%	85%
Economically Disadvantaged	86%	73%	85%
English Learners	91%	71%	85%
Students with Disabilities	82%	69%	85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	84%
Asian	89%
Black	<
Hispanic	73%
White	84%
Multiple Races	92%
Economically Disadvantaged	62%
English Learners	64%
Students with Disabilities	78%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	80%	58%	58%
English Learner Proficiency	31%	-	-

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.

English Learners	Numerator	Denominator	Rate
English Learner Progress	81	101	80%
English Learner Proficiency	50	159	31%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.6%	.4%	99.6%	.4%	99.2%	.8%
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	<	<
Hispanic	100%	-	100%	-	100%	-
White	99%	1%	99%	1%	98%	2%
Multiple Races	100%	-	100%	-	100%	-
Economically Disadvantaged	100%	-	100%	-	100%	-
Not Economically Disadvantaged	99.5%	.5%	99.5%	.5%	99.1%	.9%
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	98.4%	1.6%	98.4%	1.6%	100%	-
Students without Disabilities	99.8%	.2%	99.8%	.2%	99.1%	.9%
Female	99.6%	.4%	99.6%	.4%	100%	-
Male	99.6%	.4%	99.6%	.4%	98.6%	1.4%

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Federal Designation

Early Learning

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