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Westbriar Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-937-1700
Address: 1741 Pine Valley Dr Vienna, VA 22182
Principal: Mary Tam
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.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2023 Accreditation Status: Accredited
Number of School Quality Indicators at Level Three (Below Standard): 0 of 6
Accreditation Status Last Year: Accredited
Triennial Accreditation: 2019 through 2023

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel One

Student Engagement & Outcomes

Chronic Absenteeism Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level One Level One
Students with Disabilities Level One Level One
White Level One Level One

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

18.28% of the students in this school were chronically absent.

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

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 61 93 7 37 59 96 4 33 60 93 7
Female 34 60 94 6 37 60 97 3 34 60 93 7
Male 31 61 92 8 37 57 94 6 33 60 93 8
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 38 56 94 6 39 58 97 3 41 56 97 3
Black 23 69 92 8 17 70 87 13 21 63 83 17
Hispanic 13 63 75 25 24 73 97 3 19 70 89 11
White 31 64 95 5 38 57 94 6 29 61 89 11
Multiple Races 36 60 95 5 44 54 98 2 37 63 100 0
Students with Disabilities 24 56 80 20 25 64 89 11 13 75 88 13
Students without Disabilities 33 61 94 6 38 58 96 4 35 58 94 6
Economically Disadvantaged 15 59 74 26 24 62 85 15 21 54 75 25
Not Economically Disadvantaged 33 61 94 6 38 58 96 4 35 60 95 5
English Learners 6 35 42 58 2 77 79 21 11 53 63 37
Military Connected 14 79 93 7 53 41 94 6 47 35 82 18
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 72 94 6 27 67 94 6 15 73 88 12
Female 27 71 98 2 26 71 97 3 13 72 84 16
Male 18 73 90 10 28 64 91 9 17 75 92 8
American Indian < < 100 0 < < 100 0
Asian 34 63 98 2 27 70 96 4 19 81 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < 100 0 - 73 73 27
White 18 76 95 5 28 62 90 10 13 65 79 21
Multiple Races < < 100 0 < < 100 0 10 90 100 0
Students with Disabilities < < < < 20 70 90 10 7 79 86 14
Students without Disabilities 24 72 96 4 28 67 95 5 16 73 88 12
Economically Disadvantaged < < < < < < < < - 65 65 35
Not Economically Disadvantaged 23 73 96 4 26 68 95 5 17 75 92 8
English Learners < < < < 5 75 80 20 13 52 65 35
Military Connected < < 100 0 < < 100 0 < < < <
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 63 90 10 39 57 95 5 47 48 95 5
Female 33 56 88 12 45 50 95 5 48 49 97 3
Male 22 69 91 9 32 63 96 4 45 45 90 10
Asian 33 56 90 10 45 54 98 2 54 41 95 5
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < 30 70 100 0 < < 100 0
White 24 72 96 4 38 56 94 6 44 48 92 8
Multiple Races 33 58 92 8 40 60 100 0 < < 100 0
Students with Disabilities 20 73 93 7 10 80 90 10 20 70 90 10
Students without Disabilities 28 61 89 11 41 55 96 4 49 46 95 5
Economically Disadvantaged - 70 70 30 < < < < 50 40 90 10
Not Economically Disadvantaged 29 62 92 8 40 57 97 3 47 48 95 5
English Learners < < < < - 86 86 14 13 60 73 27
Military Connected < < 100 0 < < 100 0 < < < <
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 66 90 10 29 67 96 4 24 69 93 7
Female 24 69 93 7 28 70 98 2 28 67 95 5
Male 23 64 87 13 29 65 94 6 21 70 90 10
American Indian < < 100 0 < < 100 0
Asian 26 65 91 9 36 61 98 2 32 64 96 4
Black < < 100 0 < < < < < < < <
Hispanic 9 55 64 36 < < 100 0 9 82 91 9
White 18 73 91 9 31 65 96 4 20 72 91 9
Multiple Races 42 58 100 0 21 71 93 7 27 73 100 0
Students with Disabilities 17 50 67 33 24 71 94 6 < < < <
Students without Disabilities 24 68 92 8 30 67 96 4 26 67 93 7
Economically Disadvantaged < < < < 17 67 83 17 < < < <
Not Economically Disadvantaged 25 66 92 8 30 67 97 3 26 69 95 5
English Learners - 38 38 62 - 73 73 27 - 50 50 50
Military Connected < < < < < < 100 0 < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 52 45 97 3 55 42 97 3 47 49 97 3
Female 51 46 96 4 52 46 98 2 45 51 96 4
Male 53 45 97 3 57 38 95 5 49 48 97 3
American Indian < < 100 0 < < 100 0
Asian 56 42 98 2 53 42 95 5 60 37 98 2
Black < < 100 0 < < 100 0 < < < <
Hispanic 25 75 100 0 29 64 93 7 < < 100 0
White 52 44 97 3 56 42 98 2 37 59 96 4
Multiple Races < < < < 90 10 100 0 67 33 100 0
Students with Disabilities 44 38 81 19 38 44 81 19 19 69 88 13
Students without Disabilities 53 46 99 1 58 41 99 1 52 46 98 2
Economically Disadvantaged 42 50 92 8 < < 100 0 36 50 86 14
Not Economically Disadvantaged 53 45 98 2 56 40 96 4 49 49 98 2
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 50 89 11 46 49 95 5 44 50 93 7
Female 36 53 89 11 41 54 95 5 36 57 93 7
Male 42 47 89 11 51 43 94 6 52 42 94 6
American Indian < < 100 0 < < 100 0 < < < <
Asian 55 40 95 5 60 36 96 4 61 38 99 1
Black 7 50 57 43 21 63 83 17 21 58 79 21
Hispanic 23 51 74 26 26 69 95 5 29 63 92 8
White 29 59 88 12 38 56 95 5 31 58 89 11
Multiple Races 43 52 95 5 51 46 98 2 49 51 100 0
Students with Disabilities 20 55 75 25 23 68 91 9 24 59 84 16
Students without Disabilities 42 49 91 9 49 46 95 5 46 49 94 6
Economically Disadvantaged 20 57 77 23 32 47 79 21 28 46 74 26
Not Economically Disadvantaged 41 49 90 10 47 49 96 4 46 50 96 4
English Learners 27 30 57 43 28 47 76 24 19 57 76 24
Military Connected 21 64 86 14 47 41 88 12 29 59 88 12
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 62 87 13 29 66 96 4 23 66 88 12
Female 21 74 94 6 21 77 99 1 13 72 85 15
Male 28 51 79 21 39 52 92 8 32 59 91 9
American Indian < < 100 0 < < 100 0
Asian 42 51 93 7 42 55 97 3 36 64 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < 100 0 17 58 75 25
White 13 74 87 13 22 70 93 7 15 65 80 20
Multiple Races < < 100 0 < < 100 0 10 90 100 0
Students with Disabilities < < < < 10 80 90 10 7 57 64 36
Students without Disabilities 26 63 89 11 31 65 96 4 24 67 91 9
Economically Disadvantaged < < < < < < < < 21 47 68 32
Not Economically Disadvantaged 25 64 89 11 29 67 96 4 23 69 92 8
English Learners < < < < 23 63 87 13 6 64 70 30
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 50 86 14 44 49 93 7 48 46 94 6
Female 27 56 83 17 44 47 91 9 38 58 96 4
Male 43 46 89 11 44 51 94 6 62 28 91 9
American Indian < < 100 0 < < < <
Asian 53 41 94 6 63 33 96 4 67 32 98 2
Black < < < < < < < < < < 100 0
Hispanic < < < < 33 58 92 8 < < 100 0
White 20 61 80 20 32 57 89 11 30 59 89 11
Multiple Races 50 42 92 8 30 70 100 0 < < 100 0
Students with Disabilities 19 50 69 31 20 70 90 10 36 55 91 9
Students without Disabilities 39 50 89 11 46 47 93 7 49 45 94 6
Economically Disadvantaged 20 70 90 10 < < < < 20 50 70 30
Not Economically Disadvantaged 37 49 86 14 45 49 95 5 50 46 96 4
English Learners 30 40 70 30 33 22 56 44 26 58 84 16
Military Connected < < < < < < 100 0 < < < <
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 56 67 33 25 64 88 12 14 73 87 13
Female 4 59 63 37 24 63 88 12 13 76 89 11
Male 17 53 70 30 25 64 89 11 16 69 84 16
Asian 25 50 75 25 32 50 82 18 23 73 95 5
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 4 70 74 26 23 74 97 3 13 70 83 17
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < 7 79 86 14 < < < <
Students without Disabilities 13 56 69 31 29 60 89 11 16 73 89 11
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 12 55 67 33 26 66 91 9 15 77 92 8
English Learners 23 23 46 54 26 42 68 32 14 57 71 29
Military Connected < < < < < < < < < < 100 0
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 48 96 4 59 38 97 3 62 37 99 1
Female 50 43 93 8 51 49 100 0 58 40 98 2
Male 48 52 100 0 66 30 95 5 66 34 100 0
American Indian < < 100 0 < < 100 0
Asian 64 36 100 0 79 18 97 3 84 14 97 3
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 33 58 91 9 48 48 96 4 47 53 100 0
Multiple Races 57 43 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < 33 58 92 8 25 75 100 0
Students without Disabilities 55 43 97 3 64 34 99 1 68 31 99 1
Economically Disadvantaged < < < < < < 100 0 < < < <
Not Economically Disadvantaged 51 47 97 3 60 37 97 3 68 33 100 0
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 64 36 100 0 82 18 100 0 75 25 100 0
Female 69 31 100 0 86 14 100 0 70 30 100 0
Male 60 40 100 0 79 21 100 0 78 22 100 0
American Indian < < 100 0 < < 100 0
Asian 71 29 100 0 85 15 100 0 87 13 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 63 38 100 0 78 22 100 0 60 40 100 0
Multiple Races < < 100 0 < < 100 0 91 9 100 0
Students with Disabilities 70 30 100 0 < < 100 0 < < 100 0
Students without Disabilities 63 37 100 0 84 16 100 0 75 25 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 66 34 100 0 83 17 100 0 73 27 100 0
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2020-2021 2021-2022 2022-2023
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

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 43 75 25 36 53 89 11 41 48 88 12
Female 31 38 69 31 26 59 85 15 30 58 88 12
Male 33 48 80 20 45 48 93 7 52 37 89 11
American Indian < < 100 0 < < 100 0
Asian 40 40 79 21 48 40 88 12 47 43 91 9
Black < < < < < < < < < < < <
Hispanic 18 36 55 45 < < < < 45 36 82 18
White 23 50 73 27 25 73 98 2 35 50 85 15
Multiple Races 50 42 92 8 57 29 86 14 55 45 100 0
Students with Disabilities 17 42 58 42 12 76 88 12 < < < <
Students without Disabilities 34 43 77 23 40 50 89 11 43 48 90 10
Economically Disadvantaged < < < < 25 50 75 25 < < < <
Not Economically Disadvantaged 35 41 76 24 37 53 91 9 44 49 93 7
English Learners - 23 23 77 10 52 62 38 6 41 47 53
Military Connected < < < < < < < < < < 100 0
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 43 75 25 36 53 89 11 41 48 88 12
Female 31 38 69 31 26 59 85 15 30 58 88 12
Male 33 48 80 20 45 48 93 7 52 37 89 11
American Indian < < 100 0 < < 100 0
Asian 40 40 79 21 48 40 88 12 47 43 91 9
Black < < < < < < < < < < < <
Hispanic 18 36 55 45 < < < < 45 36 82 18
White 23 50 73 27 25 73 98 2 35 50 85 15
Multiple Races 50 42 92 8 57 29 86 14 55 45 100 0
Students with Disabilities 17 42 58 42 12 76 88 12 < < < <
Students without Disabilities 34 43 77 23 40 50 89 11 43 48 90 10
Economically Disadvantaged < < < < 25 50 75 25 < < < <
Not Economically Disadvantaged 35 41 76 24 37 53 91 9 44 49 93 7
English Learners - 23 23 77 10 52 62 38 6 41 47 53
Military Connected < < < < < < < < < < 100 0
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2020-2021 2021-2022 2022-2023
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

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2020-2021 2021-2022 2022-2023
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

2020-20212021-20222022-2023
School61715
Division3771,2351,223
State1,3244,0064,460
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 2021-20222022-20232023-2024
Pre-kindergarten1-5
Kindergarten858091
Grade 1939791
Grade 2112106116
Grade 3129138121
Grade 4123133145
Grade 5123133144
Grade 6120125135
Total Students786812848

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

Fall Membership by Subgroups

2023 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 2021-20222022-20232023-2024
All Students786812848
Female384409422
Male402403425
American Indian344
Asian312330318
Black343547
Hispanic606370
White311315336
Multiple Races666573
Students with Disabilities665973
Students without Disabilities720753775
Economically Disadvantaged498688
Not Economically Disadvantaged737726760
English Learners183213209
Not English Learners603599639
Military Connected242233
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2022-2023 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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students801157505573669
Female39053663037937
Male411103842535732
American Indian<<<<<<
Asian31442991929527
Black322361343
Hispanic572576586
White32572952328130
Multiple Races700606633
Students with Disabilities7757110678
Economically Disadvantaged5745266616
English Learners16261841517926
< = 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

2022-2023 Offenses
  Number of Offenses
Relationship Behaviors without Physical Harm 2
Behaviors of a Safety Concern 11
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 3

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.40.5
Asian38.939.72540.6100
Black3.64.34.3
Hispanic7.17.67.8
Native Hawaiian------
White41.739.65038.8
Multiple Races8.48.4258
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.40.5
Asian38.939.740.6
Black3.64.34.3
Hispanic7.17.67.8
Native Hawaiian
White41.739.638.8
Multiple Races8.48.48
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.40.40.5
Asian38.939.740.6
Black3.64.34.3
Hispanic7.17.67.8
Native Hawaiian------
White41.739.638.8
Multiple Races8.48.48
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 4.64.610
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 995.3
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 72.172.151.9
< = 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

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: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202123%76%2%-1%
2021-202229%69%2%0%
2022-202331%67%2%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

2023 ESSA Status: Not Identified for Support and Improvement
2023 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPYes-Yes-
AsianYes - No CPYes-Yes-
BlackYesYes-Yes-
HispanicYes - No CPYes-Yes-
WhiteYes - No CPYes-Yes-
Multiple RacesYes - CPYes-Yes-
Economically DisadvantagedYes - No CPYes-No-
English LearnersYes - No CPYesYesNo-
Students with DisabilitiesYes - No CPYes-Yes-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
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: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students92%93%77%88%
Asian95%95%91%88%
Black83%83%64%88%
Hispanic89%94%63%88%
White89%92%84%88%
Multiple Races100%95%82%88%
Economically Disadvantaged73%78%63%88%
English Learners79%82%53%88%
Students with Disabilities88%85%50%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students94%95%72%85%
Asian99%98%90%85%
Black79%83%56%85%
Hispanic92%96%58%85%
White89%94%80%85%
Multiple Races100%97%75%85%
Economically Disadvantaged75%79%57%85%
English Learners85%88%52%85%
Students with Disabilities84%89%47%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 GroupCurrent Rate
All Students90%
Asian94%
Black<
Hispanic82%
White85%
Multiple Races100%
Economically Disadvantaged<
English Learners70%
Students with Disabilities<

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students9%9%12%10%
Asian8%8%10%10%
Black8%8%13%10%
Hispanic9%9%13%10%
White10%10%13%10%
Multiple Races5%5%14%10%
Economically Disadvantaged20%20%15%10%
English Learners13%13%12%10%
Students with Disabilities11%11%16%10%

< = 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 and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress74%52%58%
English Learner Proficiency32%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress496674%
English Learner Proficiency4614332%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian100%-100%-100%-
Black100%-100%-<<
Hispanic100%-100%-100%-
White100%-100%-100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged100%-100%-<<
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities100%-100%-<<
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-100%-
Migrant------

< = 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).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students95%96%
Asian95%99%
Black89%83%
Hispanic96%100%
White94%93%
Multiple Races100%100%
Economically Disadvantaged88%79%
English Learners85%90%
Students with Disabilities94%91%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

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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