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

Westlawn Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-241-5100
Address: 3200 Westley Rd Falls Church, VA 22042
Principal: Ms. Linda A. Ferguson
Superintendent: Dr. Scott S. Brabrand
School Number: 580
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

Every Student Succeeds Act

School Readiness

School Readiness

ACCREDITATION

2019 Accreditation Status: Accredited
Accreditation Status Last Year: Accredited

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
Students with Disabilities Level One Level One
White Level One Level One

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 53 73 27 10 52 62 38 9 49 59 41
Female 20 57 77 23 16 52 68 32 13 53 66 34
Male 20 50 70 30 5 53 58 42 7 47 54 46
American Indian < < < < < < < < < < < <
Asian 27 60 87 13 17 69 86 14 19 65 84 16
Black 6 69 75 25 27 53 80 20 13 67 80 20
Hispanic 17 48 65 35 5 44 49 51 4 43 47 53
White 33 58 90 10 23 64 88 13 23 56 79 21
Multiple Races 8 75 83 17 < < < < 18 64 82 18
Students with Disabilities 37 22 59 41 3 33 36 64 1 25 26 74
Students without Disabilities 17 57 74 26 11 55 66 34 11 55 66 34
Economically Disadvantaged 20 48 68 32 7 48 55 45 7 46 52 48
Not Economically Disadvantaged 20 64 84 16 16 63 79 21 18 60 78 22
English Learners 19 49 68 32 1 30 32 68 - 33 33 67
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 52 73 27 8 42 50 50 5 43 48 52
Female 17 52 69 31 15 40 55 45 6 45 51 49
Male 25 51 76 24 3 43 46 54 4 42 45 55
Asian 18 73 91 9 6 69 75 25 14 64 79 21
Black < < < < < < < < < < < <
Hispanic 23 39 62 38 4 32 36 64 1 37 38 62
White 27 73 100 0 24 59 82 18 17 42 58 42
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 65 24 88 12 7 27 33 67 - 28 28 72
Students without Disabilities 14 57 71 29 8 44 53 47 6 47 52 48
Economically Disadvantaged 25 43 68 32 5 38 43 57 1 40 41 59
Not Economically Disadvantaged 14 70 84 16 16 53 69 31 17 54 71 29
English Learners 25 44 68 32 3 32 35 65 - 34 34 66
Homeless < < < < < < < <
Military Connected < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 54 75 25 9 50 60 40 12 40 51 49
Female 21 60 81 19 18 49 67 33 20 40 60 40
Male 20 51 71 29 3 51 54 46 6 40 46 54
American Indian < < < < < < < < < < < <
Asian 17 72 90 10 19 62 81 19 8 67 75 25
Black < < < < < < < < < < < <
Hispanic 20 51 71 29 3 43 46 54 7 36 42 58
White 42 42 83 17 20 80 100 0 29 47 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities 36 21 57 43 6 33 39 61 5 18 23 77
Students without Disabilities 19 58 77 23 10 53 63 37 13 45 58 42
Economically Disadvantaged 21 49 70 30 8 42 50 50 7 39 46 54
Not Economically Disadvantaged 19 68 86 14 11 70 81 19 27 42 69 31
English Learners 20 53 73 27 1 34 35 65 - 35 35 65
Military Connected < < 100 0 < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 52 69 31 11 58 69 31 14 54 68 32
Female 21 52 74 26 14 63 78 22 16 58 73 27
Male 14 52 66 34 9 55 64 36 13 52 64 36
American Indian < < 100 0 < < < <
Asian 19 56 75 25 21 72 93 7 24 71 94 6
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 14 46 60 40 8 47 56 44 8 44 52 48
White 36 55 91 9 9 73 82 18 25 75 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 30 20 50 50 - 15 15 85 - 35 35 65
Students without Disabilities 16 56 72 28 12 64 76 24 17 58 75 25
Economically Disadvantaged 17 47 64 36 10 55 65 35 10 53 63 38
Not Economically Disadvantaged 19 65 85 15 14 67 81 19 24 59 83 17
English Learners 15 49 64 36 - 26 26 74 - 36 36 64
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 53 72 28 11 59 70 30 8 60 68 32
Female 21 64 85 15 16 53 70 30 11 69 80 20
Male 19 44 63 37 7 64 71 29 6 54 60 40
Asian 52 35 87 13 20 73 93 7 23 62 85 15
Black < < 100 0 < < 100 0 < < 100 0
Hispanic 10 56 65 35 3 57 60 40 1 56 58 42
White < < < < 38 46 85 15 18 64 82 18
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 20 20 80 - 53 53 47 - 21 21 79
Students without Disabilities 22 57 78 22 13 60 73 27 9 68 77 23
Economically Disadvantaged 14 54 68 32 6 59 65 35 8 52 61 39
Not Economically Disadvantaged 32 50 82 18 23 60 83 17 6 81 87 13
English Learners 15 51 67 33 - 24 24 76 - 24 24 76
Military Connected < < < < < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 59 72 28 12 60 72 28 12 64 76 24
Female 13 61 75 25 15 59 74 26 13 62 75 25
Male 12 57 70 30 10 60 71 29 12 65 77 23
American Indian < < < < < < < < < < < <
Asian 34 56 90 10 24 70 94 6 31 66 97 3
Black 6 75 81 19 19 56 75 25 7 60 67 33
Hispanic 6 58 64 36 6 56 62 38 6 63 69 31
White 18 65 83 18 25 64 89 11 25 58 83 17
Multiple Races 8 75 83 17 < < 100 0 - 91 91 9
Students with Disabilities 4 31 35 65 5 38 43 57 7 29 36 64
Students without Disabilities 14 63 77 23 14 63 77 23 14 71 84 16
Economically Disadvantaged 9 58 66 34 8 59 67 33 9 63 72 28
Not Economically Disadvantaged 23 63 85 15 23 60 83 17 23 65 87 13
English Learners 11 56 67 33 3 48 51 49 2 59 61 39
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 54 58 42 9 48 58 42 7 63 70 30
Female 2 52 54 46 14 49 63 37 4 56 60 40
Male 4 56 60 40 6 48 54 46 9 69 78 22
Asian 9 73 82 18 13 75 88 13 27 67 93 7
Black < < < < < < < < < < < <
Hispanic 3 41 44 56 3 43 45 55 4 60 64 36
White - 87 87 13 35 41 76 24 - 67 67 33
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 6 39 44 56 7 40 47 53 11 22 33 67
Students without Disabilities 3 57 60 40 10 50 59 41 6 71 77 23
Economically Disadvantaged 2 46 48 52 4 49 52 48 6 60 66 34
Not Economically Disadvantaged 5 73 78 22 25 47 72 28 8 72 80 20
English Learners 3 44 48 52 - 48 48 53 4 56 60 40
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 51 73 27 14 58 72 28 13 60 73 27
Female 27 58 85 15 16 56 72 28 17 63 80 20
Male 19 46 65 35 13 60 72 28 10 57 68 32
American Indian < < < < < < < < < < 100 0
Asian 55 34 90 10 27 68 95 5 17 83 100 0
Black < < < < < < < < < < < <
Hispanic 8 57 65 35 7 54 61 39 5 62 68 32
White 42 42 83 17 33 67 100 0 47 29 76 24
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 7 14 21 79 11 44 56 44 9 23 32 68
Students without Disabilities 24 55 79 21 14 61 75 25 14 68 83 17
Economically Disadvantaged 15 51 66 34 7 59 66 34 7 63 69 31
Not Economically Disadvantaged 38 51 89 11 30 57 86 14 35 50 85 15
English Learners 16 52 68 32 4 54 58 42 1 61 63 37
Military Connected < < < < < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 58 66 34 16 54 69 31 6 68 74 26
Female 14 48 62 38 17 51 69 31 9 60 69 31
Male 4 65 69 31 15 55 70 30 4 74 78 22
American Indian < < < <
Asian 18 82 100 0 41 47 88 12 18 82 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic 4 55 58 42 10 51 62 38 3 64 68 32
White < < < < < < 100 0 < < < <
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < - 8 8 92 - 35 35 65
Students without Disabilities 9 62 71 29 18 60 78 22 8 77 84 16
Economically Disadvantaged 3 59 62 38 17 49 66 34 5 66 70 30
Not Economically Disadvantaged 21 58 79 21 13 67 79 21 12 76 88 12
English Learners 8 58 65 35 9 38 47 53 2 57 60 40
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 77 86 14 3 82 85 15 14 67 81 19
Female 3 85 88 13 2 82 84 16 14 70 84 16
Male 13 72 85 15 3 82 85 15 13 66 79 21
Asian 24 65 88 12 10 90 100 0 33 62 95 5
Black < < 100 0 < < 100 0 < < < <
Hispanic 5 80 84 16 2 77 78 22 9 67 75 25
White < < < < - 83 83 17 18 82 100 0
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 36 36 64 - 50 50 50 - 39 39 61
Students without Disabilities 10 83 93 7 3 88 91 9 16 73 89 11
Economically Disadvantaged 6 80 86 14 1 82 83 17 10 67 77 23
Not Economically Disadvantaged 17 70 87 13 6 81 88 13 22 69 91 9
English Learners 7 77 84 16 - 52 52 48 - 63 63 37
Military Connected < < < < < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 55 100 0 50 50 100 0 44 56 100 0
Female 38 62 100 0 54 46 100 0 38 62 100 0
Male < < 100 0 < < 100 0 50 50 100 0
Asian 64 36 100 0 < < 100 0 60 40 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < 100 0 < < 100 0
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 45 55 100 0 50 50 100 0 42 58 100 0
Economically Disadvantaged 45 55 100 0 36 64 100 0 47 53 100 0
Not Economically Disadvantaged 45 55 100 0 64 36 100 0 40 60 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Male < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 57 71 29 11 70 81 19 17 56 73 27
Female 19 55 74 26 12 70 82 18 13 56 69 31
Male 10 59 69 31 10 70 80 20 20 57 77 23
American Indian < < 100 0 < < < <
Asian 31 56 88 13 24 69 93 7 29 71 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 6 53 59 41 5 66 72 28 6 54 60 40
White 27 73 100 0 9 91 100 0 50 50 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 40 40 60 - 23 23 77 6 29 35 65
Students without Disabilities 15 59 75 25 12 76 88 12 19 62 81 19
Economically Disadvantaged 11 54 65 35 8 69 77 23 7 58 65 35
Not Economically Disadvantaged 22 67 89 11 16 73 89 11 41 52 93 7
English Learners 10 56 65 35 - 49 49 51 - 49 49 51
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 57 71 29 11 70 81 19 17 56 73 27
Female 19 55 74 26 12 70 82 18 13 56 69 31
Male 10 59 69 31 10 70 80 20 20 57 77 23
American Indian < < 100 0 < < < <
Asian 31 56 88 13 24 69 93 7 29 71 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 6 53 59 41 5 66 72 28 6 54 60 40
White 27 73 100 0 9 91 100 0 50 50 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 40 40 60 - 23 23 77 6 29 35 65
Students without Disabilities 15 59 75 25 12 76 88 12 19 62 81 19
Economically Disadvantaged 11 54 65 35 8 69 77 23 7 58 65 35
Not Economically Disadvantaged 22 67 89 11 16 73 89 11 41 52 93 7
English Learners 10 56 65 35 - 49 49 51 - 49 49 51
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 61 93 7 25 63 88 12 33 48 82 18
Female 24 74 97 3 23 65 88 13 36 52 88 12
Male 38 51 89 11 26 62 89 11 32 46 78 22
American Indian < < < < < < 100 0
Asian 31 69 100 0 30 60 90 10 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 31 56 87 13 18 66 84 16 18 62 79 21
White 36 64 100 0 47 53 100 0 63 19 81 19
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 32 62 94 6 25 63 88 12 35 53 88 12
Economically Disadvantaged 25 67 92 8 20 64 85 15 21 58 79 21
Not Economically Disadvantaged 41 53 94 6 32 62 94 6 57 30 87 13
English Learners 27 65 92 8 10 63 73 28 5 68 73 27
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 61 93 7 24 64 88 12 32 49 82 18
Female 24 74 97 3 21 67 87 13 33 54 88 13
Male 38 51 89 11 26 62 89 11 32 46 78 22
American Indian < < < < < < 100 0
Asian 31 69 100 0 30 60 90 10 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 31 56 87 13 16 67 84 16 18 62 79 21
White 36 64 100 0 47 53 100 0 63 19 81 19
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 32 62 94 6 25 63 88 12 35 53 88 12
Economically Disadvantaged 25 67 92 8 19 66 84 16 19 60 79 21
Not Economically Disadvantaged 41 53 94 6 32 62 94 6 57 30 87 13
English Learners 27 65 92 8 8 64 72 28 5 68 73 27
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School17827
Division1,2568501,072
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten162222
Kindergarten104111117
Grade 1112118115
Grade 2108112122
Grade 3116106106
Grade 4123119111
Grade 5128104120
Grade 6105120108
Total Students812812821

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students812812821
Female364375396
Male448437425
American Indian776
Asian139129115
Black212412
Hispanic527521556
White97116110
Multiple Races211521
Students with Disabilities97109116
Students without Disabilities715703705
Economically Disadvantaged553586576
Not Economically Disadvantaged259226245
English Learners595565580
Not English Learners217247241
Homeless5148
Military Connected954
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students749647366071868
Female328233233033834
Male421414133038034
American Indian<<<<<<
Asian1321412791158
Black223221221
Hispanic482404763845651
White8628891037
Multiple Races225163160
Students with Disabilities8089181079
Economically Disadvantaged523455274351957
English Learners555455514552251
Homeless<<112163
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 11
Other Offenses Against Persons <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.60.90.9
Asian17.517.115.910
Black3.22.63
Hispanic64.710064.95064.240
Native Hawaiian------
White10.611.95014.350
Multiple Races3.32.61.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.60.90.9
Asian17.517.115.9
Black3.22.63
Hispanic64.764.964.2
Native Hawaiian
White10.611.914.3
Multiple Races3.32.61.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.60.90.9
Asian17.517.115.9
Black3.22.63
Hispanic64.764.964.2
Native Hawaiian------
White10.611.914.3
Multiple Races3.32.61.8
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 64.668.470
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 33.534.163
< = 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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 88.385.783.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
Code Book
User Guide
Usage Agreement

Teacher Quality

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201720%78%1%1%
2017-201822%76%0%2%
2018-201926%73%0%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

2019 ESSA Status: Not Identified for Support and Improvement
2019 Accreditation Status: Accredited

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsNoYes-Yes-
AsianNoYes-Yes-
BlackYesYes-Yes-
HispanicNoYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedNoYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesNoNo-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 Students59%65%73%75%
Asian85%86%87%75%
Black80%78%60%75%
Hispanic47%54%63%75%
White79%85%81%75%
Economically Disadvantaged52%58%62%75%
English Learners51%57%53%75%
Students with Disabilities27%39%39%75%

< = 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 Students75%73%74%70%
Asian97%93%89%70%
Black67%74%60%70%
Hispanic68%64%64%70%
White83%86%81%70%
Economically Disadvantaged71%68%63%70%
English Learners70%67%57%70%
Students with Disabilities36%38%42%70%

< = 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 Students73%
Asian100%
Black<
Hispanic60%
White100%
Economically Disadvantaged65%
English Learners66%
Students with Disabilities35%

< = 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.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students67%80%
Asian88%97%
Black80%80%
Hispanic58%74%
White81%87%
Economically Disadvantaged62%76%
English Learners61%75%
Students with Disabilities45%51%

< = 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.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students9%8%9%10%
Asian7%8%5%10%
Black4%7%9%10%
Hispanic10%8%9%10%
White6%6%9%10%
Economically Disadvantaged10%8%13%10%
English Learners9%8%8%10%
Students with Disabilities8%8%14%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 Progress58%46%58%
English Learner Proficiency10%--

< = 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 Progress21336958%
English Learner Proficiency4848210%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%99%100%
English Learners100%100%100%
Students with Disabilities100%100%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).

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
Public Preschool​
School 32%
Division 22%
State 33%

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​​​
School %
Division 64%
State 81%
Westlawn Elementary to top