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Westridge Elementary

General school information

Category: Elementary (PK-05) School
Phone: 703-590-3711
Address: 12400 Knightsbridge Dr Woodbridge, VA 22192
Principal: Steven R Wilson
Superintendent: LaTanya D. McDade, Ed.D.
School Number: 740
Region: 4
Division: Prince William County Public Schools
Division Number: 75
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Early Learning

Early Learning

ACCREDITATION

Accreditation Designation for SY 2025-2026

Fully Accredited

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

Areas of Compliance

Areas of Accreditation Legend

All submitted evidence was satisfactory and approved for compliance.

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

Not all the submitted evidence was satisfactory.

Show explanation No additional explanation available.

Promotion and Retention Policies

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

Graduation Requirements

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

Instructional Program

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

Leadership and Staffing Requirements

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

Facilities and Safety Provisions

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

Parental Notification

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

Standards of Learning

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

Long-Range Comprehensive Plan

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

Federally Identified Schools

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

Compliance

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

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 63 80 20 20 63 83 17 20 64 84 16
Female 17 64 81 19 18 68 86 14 21 61 83 17
Male 18 62 80 20 21 59 81 19 19 66 86 14
Asian 11 71 82 18 20 59 80 20 24 57 82 18
Black 13 59 72 28 11 66 76 24 16 62 78 22
Hispanic 19 53 72 28 15 58 73 27 18 66 84 16
Native Hawaiian < < 100 0 < < < < < < 100 0
White 22 63 86 14 25 66 91 9 22 67 88 12
Multiple Races 19 67 85 15 28 58 86 14 26 61 87 13
Students with Disabilities 7 39 46 54 12 40 52 48 9 59 67 33
Students without Disabilities 19 66 85 15 21 67 88 12 22 65 87 13
Economically Disadvantaged 12 58 70 30 13 60 73 27 11 57 67 33
Not Economically Disadvantaged 21 65 87 13 24 65 89 11 24 67 90 10
English Learners - 54 54 46 4 47 51 49 2 40 43 57
Military Connected 24 67 91 9 38 53 90 10 14 83 97 3
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 60 76 24 22 60 83 17 17 65 82 18
Female 16 57 73 27 17 71 88 12 20 59 79 21
Male 17 61 78 22 27 52 78 22 13 72 85 15
Asian - 69 69 31 27 67 93 7 20 67 87 13
Black 11 63 74 26 9 55 64 36 18 59 77 23
Hispanic 35 35 71 29 10 65 75 25 12 73 85 15
Native Hawaiian < < 100 0 < < < < < < 100 0
White 20 61 80 20 33 63 95 5 18 62 79 21
Multiple Races < < < < 27 53 80 20 < < < <
Students with Disabilities 8 38 46 54 24 47 71 29 - 63 63 38
Students without Disabilities 18 62 80 20 22 63 85 15 19 66 85 15
Economically Disadvantaged 7 61 68 32 14 57 71 29 4 58 62 38
Not Economically Disadvantaged 22 59 80 20 27 62 89 11 20 67 88 12
English Learners - 59 59 41 5 60 65 35 6 44 50 50
Military Connected 15 69 85 15 38 56 94 6 < < 100 0
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 81 19 24 64 88 12 30 56 86 14
Female 15 70 85 15 25 60 85 15 33 54 87 13
Male 14 65 79 21 23 67 90 10 28 58 86 14
Asian 13 67 80 20 18 65 82 18 47 40 87 13
Black 7 64 71 29 16 72 88 13 17 43 61 39
Hispanic 7 71 79 21 29 59 88 12 28 61 89 11
Native Hawaiian < < 100 0
White 19 69 88 13 27 63 89 11 33 63 96 4
Multiple Races < < < < < < < < 29 64 93 7
Students with Disabilities - 40 40 60 7 40 47 53 22 56 78 22
Students without Disabilities 16 71 88 12 26 67 93 7 31 57 88 12
Economically Disadvantaged 14 55 69 31 12 68 80 20 22 50 72 28
Not Economically Disadvantaged 14 75 89 11 31 62 93 7 33 59 92 8
English Learners - 57 57 43 5 50 55 45 - 56 56 44
Military Connected < < 100 0 38 54 92 8 8 92 100 0
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 62 84 16 13 65 78 22 15 70 85 15
Female 19 66 84 16 11 73 84 16 13 70 83 17
Male 24 59 83 17 15 58 74 26 17 69 86 14
Asian 17 75 92 8 18 47 65 35 11 63 74 26
Black 20 50 70 30 6 68 74 26 13 77 90 10
Hispanic 13 56 69 31 7 47 53 47 17 61 78 22
White 29 62 90 10 15 73 88 12 15 74 89 11
Multiple Races 20 70 90 10 25 67 92 8 27 55 82 18
Students with Disabilities 11 39 50 50 6 33 39 61 - 58 58 42
Students without Disabilities 23 66 89 11 15 70 84 16 17 71 88 13
Economically Disadvantaged 13 58 72 28 11 55 66 34 5 62 68 32
Not Economically Disadvantaged 27 64 91 9 14 70 84 16 19 73 92 8
English Learners - 40 40 60 - 18 18 82 - 20 20 80
Military Connected 45 45 91 9 36 45 82 18 7 86 93 7
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 63 86 14 25 61 86 14 28 59 87 13
Female 17 71 88 12 20 66 86 14 21 64 85 15
Male 28 57 85 15 29 57 86 14 34 55 89 11
Asian 28 57 84 16 21 67 88 12 28 64 92 8
Black 15 65 80 20 15 62 78 22 26 52 78 22
Hispanic 13 67 79 21 15 64 78 22 24 61 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 27 63 90 10 36 57 93 7 31 58 89 11
Multiple Races 37 59 96 4 28 58 86 14 29 65 94 6
Students with Disabilities 13 46 59 41 12 45 57 43 7 63 70 30
Students without Disabilities 25 65 90 10 27 63 91 9 31 58 90 10
Economically Disadvantaged 19 55 74 26 14 67 81 19 10 65 75 25
Not Economically Disadvantaged 26 68 94 6 32 57 89 11 35 57 92 8
English Learners 7 54 61 39 3 63 66 34 11 55 66 34
Military Connected 45 48 94 6 38 55 93 8 26 74 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 64 86 14 27 63 90 10 31 54 85 15
Female 8 80 88 12 25 65 90 10 23 58 81 19
Male 31 54 85 15 29 61 89 11 39 50 89 11
Asian 22 56 78 22 19 81 100 0 40 53 93 7
Black 15 67 81 19 9 68 77 23 35 43 78 22
Hispanic 12 71 82 18 19 62 81 19 35 54 88 12
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 29 63 91 9 47 53 100 0 20 63 83 18
Multiple Races < < < < 20 60 80 20 < < < <
Students with Disabilities 15 46 62 38 24 53 76 24 - 69 69 31
Students without Disabilities 23 66 89 11 28 64 92 8 36 52 87 13
Economically Disadvantaged 9 61 70 30 7 80 86 14 11 63 74 26
Not Economically Disadvantaged 29 66 95 5 39 53 92 8 37 51 88 12
English Learners 7 55 62 38 9 82 91 9 22 50 72 28
Military Connected 54 38 92 8 25 69 94 6 < < 100 0
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 61 82 18 20 69 89 11 27 58 85 15
Female 17 65 81 19 13 74 87 13 21 66 87 13
Male 24 59 82 18 25 65 90 10 32 51 83 17
Asian 19 63 81 19 16 74 89 11 20 73 93 7
Black 14 68 82 18 16 72 88 13 17 39 57 43
Hispanic 7 53 60 40 16 68 84 16 17 67 83 17
Native Hawaiian < < 100 0
White 27 59 86 14 25 66 91 9 40 51 91 9
Multiple Races < < 100 0 < < < < 21 79 100 0
Students with Disabilities 7 40 47 53 - 50 50 50 17 50 67 33
Students without Disabilities 23 64 87 13 23 71 94 6 29 59 88 12
Economically Disadvantaged 24 47 71 29 6 77 83 17 12 61 73 27
Not Economically Disadvantaged 18 70 89 11 29 63 93 7 33 56 89 11
English Learners 12 47 59 41 - 62 62 38 12 59 71 29
Military Connected < < < < 46 46 92 8 17 83 100 0
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 63 90 10 29 50 80 20 27 64 91 9
Female 24 69 93 7 22 58 80 20 19 68 87 13
Male 29 59 88 12 35 44 79 21 33 62 95 5
Asian 38 54 92 8 29 47 76 24 25 65 90 10
Black 17 60 77 23 19 48 68 32 26 68 94 6
Hispanic 19 75 94 6 7 60 67 33 17 67 83 17
White 25 69 94 6 38 50 88 12 31 62 93 7
Multiple Races 50 50 100 0 42 50 92 8 27 64 91 9
Students with Disabilities 17 50 67 33 11 33 44 56 - 75 75 25
Students without Disabilities 29 65 94 6 32 53 85 15 29 63 93 7
Economically Disadvantaged 23 57 79 21 32 41 73 27 8 70 78 23
Not Economically Disadvantaged 30 68 98 3 28 55 83 17 35 62 97 3
English Learners - 60 60 40 - 27 27 73 - 56 56 44
Military Connected 45 55 100 0 45 45 91 9 29 71 100 0
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 51 89 11 34 40 74 26 27 57 84 16
Female 34 57 91 9 27 49 76 24 15 63 77 23
Male 40 47 87 13 39 33 72 28 38 52 90 10
Asian 35 61 96 4 41 29 71 29 10 75 85 15
Black 23 57 80 20 19 45 65 35 23 58 81 19
Hispanic 19 63 81 19 13 40 53 47 22 61 83 17
White 50 40 90 10 46 40 87 13 38 47 85 15
Multiple Races 50 50 100 0 33 42 75 25 27 64 91 9
Students with Disabilities 18 47 65 35 6 33 39 61 17 50 67 33
Students without Disabilities 41 52 92 8 39 41 80 20 28 58 86 14
Economically Disadvantaged 23 54 77 23 34 27 61 39 5 60 65 35
Not Economically Disadvantaged 47 49 96 4 34 47 81 19 37 56 93 7
English Learners - 50 50 50 - 18 18 82 - 33 33 67
Military Connected 55 36 91 9 55 36 91 9 36 64 100 0
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 51 89 11 34 40 74 26 27 57 84 16
Female 34 57 91 9 27 49 76 24 15 63 77 23
Male 40 47 87 13 39 33 72 28 38 52 90 10
Asian 35 61 96 4 41 29 71 29 10 75 85 15
Black 23 57 80 20 19 45 65 35 23 58 81 19
Hispanic 19 63 81 19 13 40 53 47 22 61 83 17
White 50 40 90 10 46 40 87 13 38 47 85 15
Multiple Races 50 50 100 0 33 42 75 25 27 64 91 9
Students with Disabilities 18 47 65 35 6 33 39 61 17 50 67 33
Students without Disabilities 41 52 92 8 39 41 80 20 28 58 86 14
Economically Disadvantaged 23 54 77 23 34 27 61 39 5 60 65 35
Not Economically Disadvantaged 47 49 96 4 34 47 81 19 37 56 93 7
English Learners - 50 50 50 - 18 18 82 - 33 33 67
Military Connected 55 36 91 9 55 36 91 9 36 64 100 0
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2022-2023 2023-2024 2024-2025
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 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 37 78 22 45 42 87 13 52 38 90 10
Female 32 45 77 23 40 40 79 21 42 46 88 13
Male 47 32 79 21 48 44 92 8 62 31 93 7
Asian 53 20 73 27 31 63 94 6 55 45 100 0
Black 29 39 68 32 45 42 87 13 41 32 73 27
Hispanic 29 36 64 36 44 39 83 17 25 50 75 25
Native Hawaiian < < 100 0
White 48 38 85 15 48 38 86 14 69 31 100 0
Multiple Races < < 100 0 < < < < 55 45 100 0
Students with Disabilities 7 27 33 67 14 29 43 57 29 53 82 18
Students without Disabilities 46 39 85 15 48 44 92 8 57 35 92 8
Economically Disadvantaged 40 24 64 36 35 43 78 22 40 44 84 16
Not Economically Disadvantaged 41 45 86 14 51 42 93 7 56 36 92 8
English Learners 21 29 50 50 10 48 57 43 < < < <
Military Connected < < < < 62 23 85 15 55 45 100 0
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 37 78 22 45 42 87 13 52 38 90 10
Female 32 45 77 23 40 40 79 21 42 46 88 13
Male 47 32 79 21 48 44 92 8 62 31 93 7
Asian 53 20 73 27 31 63 94 6 55 45 100 0
Black 29 39 68 32 45 42 87 13 41 32 73 27
Hispanic 29 36 64 36 44 39 83 17 25 50 75 25
Native Hawaiian < < 100 0
White 48 38 85 15 48 38 86 14 69 31 100 0
Multiple Races < < 100 0 < < < < 55 45 100 0
Students with Disabilities 7 27 33 67 14 29 43 57 29 53 82 18
Students without Disabilities 46 39 85 15 48 44 92 8 57 35 92 8
Economically Disadvantaged 40 24 64 36 35 43 78 22 40 44 84 16
Not Economically Disadvantaged 41 45 86 14 51 42 93 7 56 36 92 8
English Learners 21 29 50 50 10 48 57 43 < < < <
Military Connected < < < < 62 23 85 15 55 45 100 0
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
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

2022-20232023-20242024-2025
School457
Division542701598
State4,4606,3614,559
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
2022-20232023-20242024-2025
Pre-kindergarten202
Kindergarten859395
Grade 11018289
Grade 211710591
Grade 3126117110
Grade 4118133121
Grade 5131125134
Total Enrollment680655642

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

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students680655642
Female306300308
Male374355334
American Indian1--
Asian999292
Black145140136
Hispanic99110108
Native Hawaiian523
White271253242
Multiple Races605861
Students with Disabilities758897
Students without Disabilities605567545
Economically Disadvantaged241221160
Not Economically Disadvantaged439434482
English Learners154150157
Not English Learners526505485
Military Connected736772
Foster Care1--
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 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
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students593836114758657
Female264382812128127
Male329453302630530
Asian85188688112
Black1329137912710
Hispanic832095119017
Native Hawaiian<<<<<<
White241272341922517
Multiple Races479570601
Students with Disabilities72679108914
Economically Disadvantaged219402342016526
English Learners13725144913621
Homeless--<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others1

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

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-20242024-2025
In-School Suspension 0 0 0
Out-of-School Suspension 1 1 0
Explusion and Alternative Placement 0 0 0
Referral to Law Enforcement 0 0 0
Bus Suspension 0 0 0

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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 36.339.169.3
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 31.53341
< = 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
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 6656.558.9
< = 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: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202332%66%0%2%
2023-202434%64%0%2%
2024-202535%63%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2024-2025 Data Used for Required Federal Reporting:

ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressFederal Graduation Indicator
All StudentsYes - CPYes--
AsianNoYes--
BlackYes - CPYes--
HispanicYes - CPYes--
WhiteYes - No CPYes--
Multiple RacesYes - CPYes--
Economically DisadvantagedNoYes--
English LearnersYesYesYes-
Students with DisabilitiesYes - CPYes--

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 RateAnnual TargetLong-Term Goal
All Students85%81%88%
Asian82%91%88%
Black78%73%88%
Hispanic84%73%88%
White90%86%88%
Multiple Races86%84%88%
Economically Disadvantaged69%73%88%
English Learners65%67%88%
Students with Disabilities67%64%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 RateAnnual TargetLong-Term Goal
All Students88%76%85%
Asian92%90%85%
Black78%67%85%
Hispanic85%68%85%
White92%82%85%
Multiple Races93%79%85%
Economically Disadvantaged78%67%85%
English Learners83%64%85%
Students with Disabilities69%61%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 Students86%
Asian85%
Black81%
Hispanic83%
White90%
Multiple Races91%
Economically Disadvantaged70%
English Learners71%
Students with Disabilities67%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress79%56%58%
English Learner Proficiency15%--

< = 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 Progress688679%
English Learner Proficiency1811915%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students98.6%-98.4%-99.3%-
Asian100%-100%-100%-
Black98.7%-98.7%-100%-
Hispanic100%-100%-100%-
White98.6%-97.9%-98.2%-
Multiple Races93.9%-93.9%-100%-
Economically Disadvantaged98%-97.2%-97.7%-
Not Economically Disadvantaged98.9%-98.9%-100%-
English Learners100%-98.8%-100%-
Students with Disabilities94.2%-92.5%-92.9%-
Students without Disabilities99.4%-99.4%-100%-
Female98.2%-97.7%-98.4%-
Male99%-99%-100%-

< = 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).

Early Learning

Kindergarten Students' Public Preschool Experience

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