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White Oaks Elementary

General school information

Category: Elementary (PK-06) School
Phone: 703-923-1400
Address: 6130 Shiplett Blvd Burke, VA 22015
Principal: Mr. Ryan Richardson
Superintendent: Dr. Scott S. Brabrand
School Number: 400
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
Annual Waiver: 2019 through 2021

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 39 49 88 12 33 53 85 15 30 55 85 15
Female 43 48 90 10 38 50 88 12 34 52 86 14
Male 35 51 87 13 27 56 83 17 27 58 85 15
Asian 36 52 87 13 32 58 90 10 38 54 92 8
Black 27 60 87 13 27 53 80 20 21 55 77 23
Hispanic 22 51 74 26 19 48 67 33 15 56 72 28
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 47 46 93 7 37 53 90 10 35 55 90 10
Multiple Races 41 49 90 10 42 51 92 8 32 56 88 12
Students with Disabilities 21 46 67 33 13 43 56 44 19 46 65 35
Students without Disabilities 41 50 91 9 35 54 90 10 32 57 89 11
Economically Disadvantaged 15 53 68 33 11 55 66 34 11 52 63 37
Not Economically Disadvantaged 43 49 92 8 37 52 89 11 35 56 91 9
English Learners 17 53 70 30 - 37 37 63 10 40 49 51
Military Connected 39 53 92 8 40 55 95 5
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 30 55 85 15 24 54 78 22 25 57 81 19
Female 36 55 91 9 32 52 84 16 21 55 76 24
Male 26 55 81 19 17 56 73 27 28 58 87 13
Asian 26 61 87 13 14 61 75 25 23 65 87 13
Black < < < < 33 47 80 20 31 54 85 15
Hispanic 14 67 81 19 4 46 50 50 18 55 73 27
White 33 54 87 13 35 53 88 12 26 61 87 13
Multiple Races 50 33 83 17 < < < < 40 30 70 30
Students with Disabilities 19 44 63 38 24 29 53 47 32 36 68 32
Students without Disabilities 32 56 88 12 24 57 81 19 23 61 84 16
Economically Disadvantaged 11 68 79 21 9 36 45 55 9 53 62 38
Not Economically Disadvantaged 33 53 86 14 26 57 83 17 31 58 89 11
English Learners 3 69 72 28 - 43 43 57 17 43 60 40
Military Connected 27 68 95 5 31 54 85 15
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 39 49 88 12 24 63 87 13 24 54 79 21
Female 44 49 92 8 27 58 85 15 34 47 81 19
Male 32 50 82 18 22 66 88 12 18 59 77 23
Asian 38 53 91 9 26 69 94 6 26 59 85 15
Black 25 67 92 8 < < < < 21 43 64 36
Hispanic 22 52 74 26 18 57 75 25 4 54 58 42
White 49 44 93 7 24 65 88 12 36 52 89 11
Multiple Races 39 44 83 17 35 53 88 12 < < < <
Students with Disabilities 36 57 93 7 5 55 60 40 10 45 55 45
Students without Disabilities 39 48 87 13 27 64 91 9 27 56 83 17
Economically Disadvantaged 23 36 59 41 7 69 76 24 5 48 52 48
Not Economically Disadvantaged 42 52 93 7 28 61 89 11 28 56 83 17
English Learners 31 34 66 34 - 45 45 55 9 41 50 50
Military Connected 33 67 100 0 35 55 90 10
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 41 48 89 11 41 45 86 14 33 57 90 10
Female 44 44 88 12 45 43 88 12 39 54 93 7
Male 37 53 90 10 36 48 84 16 27 60 88 13
Asian 32 48 81 19 50 41 91 9 49 49 97 3
Black 31 54 85 15 23 62 85 15 < < < <
Hispanic 28 39 67 33 31 41 72 28 14 69 83 17
Native Hawaiian < < 100 0
White 52 45 97 3 45 45 89 11 32 56 89 11
Multiple Races 33 67 100 0 44 50 94 6 44 50 94 6
Students with Disabilities 11 47 58 42 18 53 71 29 15 60 75 25
Students without Disabilities 45 48 94 6 44 44 89 11 35 57 92 8
Economically Disadvantaged 14 33 48 52 17 48 65 35 15 56 70 30
Not Economically Disadvantaged 45 51 96 4 46 45 90 10 36 58 94 6
English Learners 18 47 65 35 - 17 17 83 - 53 53 47
Military Connected 42 47 89 11 48 52 100 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 47 45 92 8 41 49 90 10 38 52 90 10
Female 48 43 91 9 45 49 93 7 39 52 91 9
Male 47 47 93 7 37 50 87 13 36 52 88 12
Asian 47 44 91 9 34 63 97 3 49 46 95 5
Black 25 67 92 8 36 43 79 21 23 54 77 23
Hispanic 29 43 71 29 23 45 68 32 24 48 72 28
White 56 40 96 4 46 48 94 6 43 53 96 4
Multiple Races 42 58 100 0 64 36 100 0 31 69 100 0
Students with Disabilities 25 33 58 42 9 35 43 57 18 41 59 41
Students without Disabilities 49 46 95 5 47 52 98 2 40 53 94 6
Economically Disadvantaged 11 78 89 11 10 62 72 28 17 50 67 33
Not Economically Disadvantaged 52 40 93 7 48 46 94 6 42 52 94 6
English Learners 18 58 76 24 < < < < - 9 9 91
Military Connected 59 24 82 18 42 58 100 0
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 38 50 88 12 34 51 86 14 30 57 88 12
Female 34 52 86 14 33 55 88 12 28 59 88 12
Male 41 49 90 10 36 48 84 16 32 55 88 12
Asian 47 45 92 8 43 50 92 8 38 56 94 6
Black 22 57 78 22 20 51 71 29 26 60 85 15
Hispanic 21 49 70 30 18 49 67 33 20 55 74 26
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 39 53 92 8 38 52 91 9 32 58 90 10
Multiple Races 44 49 94 6 39 56 94 6 34 60 94 6
Students with Disabilities 18 44 62 38 18 35 53 47 16 47 63 37
Students without Disabilities 40 51 91 9 37 54 90 10 33 59 92 8
Economically Disadvantaged 18 46 65 35 15 50 64 36 10 64 75 25
Not Economically Disadvantaged 41 51 92 8 38 52 90 10 35 56 91 9
English Learners 18 53 71 29 6 33 39 61 7 58 65 35
Military Connected 54 39 93 7 37 60 97 3
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 26 56 82 18 22 57 79 21 20 64 85 15
Female 28 51 78 22 24 60 84 16 14 71 84 16
Male 24 61 85 15 21 54 75 25 27 58 85 15
Asian 34 53 88 13 21 64 86 14 19 71 90 10
Black < < < < 13 53 67 33 23 62 85 15
Hispanic 5 52 57 43 4 50 54 46 15 61 76 24
White 29 58 87 13 34 54 88 12 19 68 87 13
Multiple Races 28 61 89 11 < < < < 40 50 90 10
Students with Disabilities 13 56 69 31 18 35 53 47 23 41 64 36
Students without Disabilities 27 56 83 17 23 60 83 17 20 70 90 10
Economically Disadvantaged 11 42 53 47 9 32 41 59 9 59 68 32
Not Economically Disadvantaged 28 58 86 14 25 61 86 14 25 67 92 8
English Learners 11 46 57 43 3 48 52 48 11 60 71 29
Military Connected 36 64 100 0 31 62 92 8
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 41 48 89 11 42 44 85 15 31 53 84 16
Female 37 49 86 14 42 41 83 17 32 49 81 19
Male 47 47 94 6 41 46 87 13 30 55 86 14
Asian 56 41 97 3 51 43 94 6 30 59 89 11
Black 25 50 75 25 < < < < 29 57 86 14
Hispanic 30 48 78 22 25 43 68 32 12 50 62 38
White 40 49 89 11 44 44 88 12 43 48 90 10
Multiple Races 44 56 100 0 47 47 94 6 < < < <
Students with Disabilities 29 36 64 36 15 40 55 45 10 45 55 45
Students without Disabilities 43 49 92 8 46 44 90 10 34 54 89 11
Economically Disadvantaged 23 50 73 27 21 45 66 34 5 71 76 24
Not Economically Disadvantaged 45 47 92 8 47 43 90 10 36 50 85 15
English Learners 21 52 72 28 9 23 32 68 5 59 64 36
Military Connected 78 22 100 0 45 55 100 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 29 45 74 26 24 51 75 25 10 66 75 25
Female 23 51 74 26 24 51 76 24 11 58 68 32
Male 34 39 73 27 23 51 74 26 9 71 80 20
Asian 32 47 79 21 33 50 83 17 21 68 89 11
Black 10 60 70 30 < < < < < < < <
Hispanic < < < < 22 33 56 44 5 55 60 40
White 32 53 85 15 14 68 82 18 7 70 77 23
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 13 19 31 69 21 21 43 57 5 47 53 47
Students without Disabilities 33 52 84 16 24 58 82 18 11 70 81 19
Economically Disadvantaged 11 26 37 63 12 53 65 35 - 57 57 43
Not Economically Disadvantaged 34 51 85 15 27 51 78 22 13 68 81 19
English Learners 12 42 54 46 - 23 23 77 - 47 47 53
Military Connected 20 50 70 30 17 75 92 8
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 42 54 96 4 32 59 91 9 35 61 96 4
Female 39 54 93 7 27 68 95 5 32 67 99 1
Male 45 55 100 0 38 49 87 13 39 54 93 7
Asian 47 47 94 6 41 56 97 3 56 44 100 0
Black 42 50 92 8 23 62 85 15 18 73 91 9
Hispanic 33 61 94 6 13 63 75 25 29 57 86 14
Native Hawaiian < < 100 0
White 42 57 98 2 38 57 95 5 30 68 98 2
Multiple Races 42 58 100 0 31 63 94 6 28 72 100 0
Students with Disabilities 25 58 83 17 5 43 48 52 13 67 80 20
Students without Disabilities 43 54 98 2 37 62 98 2 38 60 98 2
Economically Disadvantaged 13 75 88 13 13 60 73 27 16 76 92 8
Not Economically Disadvantaged 46 52 97 3 37 59 96 4 39 57 97 3
English Learners 14 76 89 11 < < < < 9 64 73 27
Military Connected 60 27 87 13 38 62 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 57 41 99 1 57 42 99 1 65 35 100 0
Female 42 55 97 3 50 50 100 0 59 41 100 0
Male 69 31 100 0 64 33 97 3 72 28 100 0
Asian 73 27 100 0 70 30 100 0 65 35 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < < < 100 0 60 40 100 0
White 57 43 100 0 56 44 100 0 65 35 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 60 39 99 1 56 43 99 1 65 35 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 57 42 99 1 60 39 99 1 66 34 100 0
Military Connected 73 27 100 0 < < 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
Male < < 100 0
White < < 100 0
Students with Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Military Connected < < 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 31 56 87 13 29 51 80 20 26 62 87 13
Female 22 63 85 15 27 52 80 20 27 58 85 15
Male 40 49 89 11 31 50 81 19 25 65 90 10
Asian 31 53 84 16 38 53 91 9 26 71 97 3
Black 21 57 79 21 15 62 77 23 < < < <
Hispanic 11 56 67 33 21 34 55 45 21 55 76 24
Native Hawaiian < < 100 0
White 33 61 94 6 30 54 84 16 25 62 87 13
Multiple Races 53 40 93 7 31 63 94 6 44 50 94 6
Students with Disabilities 11 32 42 58 12 41 53 47 - 70 70 30
Students without Disabilities 34 60 94 6 31 53 84 16 29 60 90 10
Economically Disadvantaged 9 36 45 55 17 30 48 52 7 63 70 30
Not Economically Disadvantaged 35 59 94 6 31 55 86 14 30 61 91 9
English Learners 11 57 69 31 - - - 100 - 40 40 60
Military Connected 26 58 84 16 29 71 100 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 31 56 87 13 29 51 80 20 26 62 87 13
Female 22 63 85 15 27 52 80 20 27 58 85 15
Male 40 49 89 11 31 50 81 19 25 65 90 10
Asian 31 53 84 16 38 53 91 9 26 71 97 3
Black 21 57 79 21 15 62 77 23 < < < <
Hispanic 11 56 67 33 21 34 55 45 21 55 76 24
Native Hawaiian < < 100 0
White 33 61 94 6 30 54 84 16 25 62 87 13
Multiple Races 53 40 93 7 31 63 94 6 44 50 94 6
Students with Disabilities 11 32 42 58 12 41 53 47 - 70 70 30
Students without Disabilities 34 60 94 6 31 53 84 16 29 60 90 10
Economically Disadvantaged 9 36 45 55 17 30 48 52 7 63 70 30
Not Economically Disadvantaged 35 59 94 6 31 55 86 14 30 61 91 9
English Learners 11 57 69 31 - - - 100 - 40 40 60
Military Connected 26 58 84 16 29 71 100 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 56 38 94 6 48 43 90 10 28 49 77 23
Female 57 37 93 7 45 46 91 9 34 42 75 25
Male 55 40 95 5 50 40 90 10 24 54 78 22
Asian 63 34 97 3 60 34 94 6 19 56 74 26
Black 36 55 91 9 < < < < 36 36 71 29
Hispanic 39 48 87 13 44 33 78 22 4 54 58 42
White 59 37 96 4 41 53 94 6 44 46 90 10
Multiple Races 67 28 94 6 53 35 88 12 < < < <
Students with Disabilities 43 50 93 7 26 47 74 26 15 40 55 45
Students without Disabilities 57 37 94 6 51 42 93 7 30 51 81 19
Economically Disadvantaged 24 62 86 14 21 52 72 28 - 52 52 48
Not Economically Disadvantaged 62 34 96 4 54 41 95 5 33 49 82 18
English Learners 33 48 81 19 5 62 67 33 - 50 50 50
Military Connected 67 28 94 6 50 45 95 5
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 55 39 94 6 47 43 90 10 27 50 77 23
Female 57 37 93 7 44 47 91 9 33 42 75 25
Male 54 41 95 5 50 40 90 10 24 54 78 22
Asian 63 34 97 3 60 34 94 6 19 56 74 26
Black 36 55 91 9 < < < < 36 36 71 29
Hispanic 36 50 86 14 44 33 78 22 4 54 58 42
White 59 37 96 4 41 53 94 6 43 47 90 10
Multiple Races 67 28 94 6 53 35 88 12 < < < <
Students with Disabilities 38 54 92 8 22 50 72 28 11 42 53 47
Students without Disabilities 57 37 94 6 51 42 93 7 30 51 81 19
Economically Disadvantaged 20 65 85 15 21 52 72 28 - 52 52 48
Not Economically Disadvantaged 62 34 96 4 54 41 94 6 32 49 82 18
English Learners 33 48 81 19 5 62 67 33 - 50 50 50
Military Connected 67 28 94 6 50 45 95 5
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
School823
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-kindergarten2222
Kindergarten808180
Grade 1907878
Grade 21008983
Grade 3152120114
Grade 4155137119
Grade 5144161133
Grade 6154145164
Total Students877813793

< = 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 Students877813793
Female432387386
Male445426407
American Indian111
Asian198187174
Black846260
Hispanic165171171
Native Hawaiian112
White352311310
Multiple Races768075
Students with Disabilities1048981
Students without Disabilities773724712
Economically Disadvantaged167157177
Not Economically Disadvantaged710656616
English Learners254236212
Not English Learners623577581
Military Connected9410395
< = 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 Students828358344277832
Female413114161536913
Male415244182740919
American Indian--<<<<
Asian1849195817610
Black711767611
Hispanic1379148131638
Native Hawaiian<<<<<<
White35314342112999
Multiple Races822713774
Students with Disabilities918939842
Economically Disadvantaged140101542015610
English Learners229152371521810
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Other Offenses Against Persons <
Property Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian--0.10.1
Asian22.42522.623
Black8259.612.57.6
Hispanic172518.85021
Native Hawaiian0.10.10.1
White42.62540.137.538.3100
Multiple Races108.79.8
< = 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 Indian0.10.1
Asian22.422.623
Black89.67.6
Hispanic1718.821
Native Hawaiian0.10.10.1
White42.640.138.3
Multiple Races108.79.8
< = 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 Indian--0.10.1
Asian22.422.623
Black89.67.6
Hispanic1718.821
Native Hawaiian0.10.10.1
White42.640.138.3
Multiple Races108.79.8
< = 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 15.718.919.1
< = 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 10.716.715.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 74.970.569.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201724%74%2%0%
2017-201823%75%0%2%
2018-201923%77%0%0%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

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 StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-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 Students85%86%73%75%
Asian92%89%87%75%
Black77%81%60%75%
Hispanic72%71%63%75%
White90%91%81%75%
Economically Disadvantaged63%65%62%75%
English Learners67%68%53%75%
Students with Disabilities65%63%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 Students87%87%74%70%
Asian93%92%89%70%
Black85%78%60%70%
Hispanic74%70%64%70%
White90%91%81%70%
Economically Disadvantaged74%67%63%70%
English Learners75%70%57%70%
Students with Disabilities63%60%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 Students88%
Asian97%
Black<
Hispanic76%
White89%
Economically Disadvantaged70%
English Learners70%
Students with Disabilities70%

< = 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 Students88%89%
Asian93%95%
Black79%89%
Hispanic79%78%
White92%91%
Economically Disadvantaged69%77%
English Learners76%81%
Students with Disabilities72%71%

< = 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 Students4%4%9%10%
Asian5%5%5%10%
Black2%4%9%10%
Hispanic5%6%9%10%
White3%3%9%10%
Economically Disadvantaged6%8%13%10%
English Learners4%6%8%10%
Students with Disabilities2%7%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 Progress60%46%58%
English Learner Proficiency16%--

< = 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 Progress7612660%
English Learner Proficiency2415216%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian99%99%100%
Black100%100%<
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged99%99%100%
Not Economically Disadvantaged100%100%100%
English Learners99%99%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 21%
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%
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