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Wilson Elementary

General school information

Category: Elementary (PK-05) School
Phone: 540-245-5040
Address: 127 Woodrow Wilson Ave Fishersville, VA 22939
Principal: Mrs. Dawn P. Young
Superintendent: Dr. Eric W. Bond
School Number: 640
Region: 5
Division: Augusta County Public Schools
Division Number: 8
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

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

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 19 53 72 28 16 57 73 27 19 56 74 26
Female 22 51 73 27 17 57 74 26 22 56 78 22
Male 16 55 72 28 16 57 73 27 16 56 72 28
American Indian < < < < < < 100 0 < < < <
Asian 25 67 92 8 < < < < < < < <
Black 7 73 80 20 8 69 77 23 - 50 50 50
Hispanic 10 28 38 62 14 38 52 48 8 44 52 48
White 20 55 75 25 17 58 75 25 21 58 79 21
Multiple Races 29 29 57 43 18 53 71 29 13 44 56 44
Students with Disabilities 17 17 33 67 21 11 32 68 15 15 30 70
Students without Disabilities 20 57 77 23 16 61 77 23 19 59 78 22
Economically Disadvantaged 9 42 51 49 11 49 60 40 8 51 60 40
Not Economically Disadvantaged 26 61 87 13 20 62 82 18 25 59 84 16
English Learners 5 37 42 58 7 13 20 80 - 31 31 69
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 16 61 77 23 16 56 71 29 18 46 64 36
Female 17 59 76 24 16 55 70 30 22 50 72 28
Male 15 63 79 21 16 56 72 28 15 43 58 42
Asian < < 100 0 < < < < < < < <
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < 7 50 57 43
White 18 61 79 21 16 56 72 28 21 47 68 32
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 9 18 27 73
Students without Disabilities 15 65 81 19 15 59 74 26 19 49 68 32
Economically Disadvantaged 7 49 56 44 9 49 57 43 7 45 52 48
Not Economically Disadvantaged 22 68 90 10 19 59 78 22 25 47 72 28
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Foster Care < < < < < < < <
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 18 49 67 33 16 64 80 20 20 58 78 22
Female 16 48 64 36 21 60 81 19 20 59 80 20
Male 22 49 71 29 11 69 80 20 20 57 77 23
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 17 8 25 75 < < < < < < < <
White 18 55 73 27 18 64 82 18 24 60 84 16
Multiple Races < < < < < < < < < < < <
Students with Disabilities 23 15 38 62 < < < < < < < <
Students without Disabilities 18 53 71 29 16 67 83 17 21 63 84 16
Economically Disadvantaged 7 35 41 59 8 56 65 35 8 53 61 39
Not Economically Disadvantaged 27 59 86 14 22 70 92 8 26 61 87 13
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 23 50 72 28 17 50 68 32 18 62 80 20
Female 31 46 77 23 14 55 69 31 23 58 81 19
Male 13 54 67 33 22 45 67 33 13 67 80 20
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 9 45 55 45 20 20 40 60 < < < <
White 24 50 74 26 16 55 71 29 18 67 85 15
Multiple Races < < < < < < < < < < < <
Students with Disabilities 7 27 33 67 15 - 15 85 < < < <
Students without Disabilities 25 52 77 23 18 57 75 25 17 65 83 17
Economically Disadvantaged 14 42 56 44 15 43 57 43 9 55 64 36
Not Economically Disadvantaged 29 55 84 16 19 56 76 24 25 69 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < < <
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
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 19 58 77 23 20 54 74 26 16 66 81 19
Female 18 59 77 23 17 56 73 28 18 63 80 20
Male 21 56 76 24 22 53 75 25 14 68 82 18
American Indian < < 100 0 < < < < < < 100 0
Asian 25 50 75 25 < < < < < < < <
Black 7 57 64 36 8 62 69 31 - 50 50 50
Hispanic 14 48 62 38 18 32 50 50 16 48 64 36
White 20 59 79 21 21 55 76 24 16 68 84 16
Multiple Races 14 64 79 21 18 65 82 18 19 63 81 19
Students with Disabilities 14 22 36 64 18 21 39 61 15 37 52 48
Students without Disabilities 20 62 81 19 20 57 77 23 16 68 84 16
Economically Disadvantaged 6 54 60 40 11 50 60 40 8 60 68 32
Not Economically Disadvantaged 28 60 88 12 26 57 83 17 21 70 90 10
English Learners 11 53 63 37 13 19 31 69 8 62 69 31
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 22 61 83 17 20 58 78 22 13 64 77 23
Female 21 64 85 15 16 52 68 32 22 57 78 22
Male 23 58 81 19 22 62 84 16 7 70 77 23
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < 7 64 71 29
White 23 58 81 19 23 58 81 19 15 65 80 20
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 55 55 45
Students without Disabilities 22 65 86 14 19 59 78 22 15 65 80 20
Economically Disadvantaged 9 61 70 30 6 60 66 34 5 62 67 33
Not Economically Disadvantaged 30 62 92 8 26 57 83 17 19 66 84 16
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Foster Care < < < < < < < <
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 20 56 77 23 21 58 79 21 18 70 89 11
Female 17 57 74 26 21 57 78 22 10 71 82 18
Male 24 56 80 20 22 58 80 20 25 70 95 5
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 17 50 67 33 < < < < < < < <
White 22 58 80 20 25 56 81 19 19 72 91 9
Multiple Races < < < < < < < < < < < <
Students with Disabilities 23 8 31 69 < < < < < < < <
Students without Disabilities 20 63 83 17 22 60 82 18 18 73 91 9
Economically Disadvantaged 7 53 60 40 8 57 65 35 6 69 75 25
Not Economically Disadvantaged 30 59 89 11 31 58 89 11 25 71 96 4
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 16 56 71 29 18 47 65 35 16 62 79 21
Female 15 58 73 27 14 57 71 29 21 60 81 19
Male 16 53 69 31 24 35 59 41 12 65 77 23
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic - 55 55 45 30 20 50 50 < < < <
White 16 59 76 24 15 51 66 34 15 67 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 40 40 60 15 8 23 77 < < < <
Students without Disabilities 18 58 75 25 19 52 71 29 16 66 82 18
Economically Disadvantaged 3 50 53 47 17 34 51 49 13 51 64 36
Not Economically Disadvantaged 24 60 84 16 19 56 76 24 19 72 91 9
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I 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 12 57 69 31 9 53 62 38 21 56 77 23
Female 12 60 72 28 3 57 60 40 28 51 79 21
Male 13 52 66 34 16 49 65 35 13 62 75 25
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 9 27 36 64 - 30 30 70 < < < <
White 14 62 75 25 11 57 68 32 24 56 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities 14 29 43 57 15 8 23 77 < < < <
Students without Disabilities 12 60 72 28 8 59 68 32 20 60 80 20
Economically Disadvantaged 7 35 42 58 6 38 45 55 11 49 60 40
Not Economically Disadvantaged 16 72 88 12 11 65 76 24 28 63 91 9
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 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 12 57 69 31 9 53 62 38 21 56 77 23
Female 12 60 72 28 3 57 60 40 28 51 79 21
Male 13 52 66 34 16 49 65 35 13 62 75 25
Asian < < < < < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 9 27 36 64 - 30 30 70 < < < <
White 14 62 75 25 11 57 68 32 24 56 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities 14 29 43 57 15 8 23 77 < < < <
Students without Disabilities 12 60 72 28 8 59 68 32 20 60 80 20
Economically Disadvantaged 7 35 42 58 6 38 45 55 11 49 60 40
Not Economically Disadvantaged 16 72 88 12 11 65 76 24 28 63 91 9
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < 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 43 38 81 19 43 41 84 16 40 44 84 16
Female 42 38 81 19 35 45 80 20 48 35 83 17
Male 43 38 81 19 53 36 89 11 33 52 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 9 45 55 45 < < 100 0 < < < <
White 48 35 83 17 43 40 83 17 43 44 88 12
Multiple Races < < < < < < < < < < < <
Students with Disabilities 20 20 40 60 17 33 50 50 < < < <
Students without Disabilities 45 40 86 14 47 42 89 11 40 46 85 15
Economically Disadvantaged 18 52 70 30 28 51 79 21 19 48 67 33
Not Economically Disadvantaged 60 29 89 11 52 34 87 13 56 40 97 3
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
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 42 39 81 19 42 41 84 16 39 44 83 17
Female 42 39 81 19 33 46 80 20 47 35 82 18
Male 43 39 82 18 53 35 88 12 32 53 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic - 50 50 50 < < 100 0 < < < <
White 48 36 83 17 42 41 83 17 43 45 88 12
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 25 33 67 < < < < < < < <
Students without Disabilities 45 40 86 14 47 42 89 11 40 46 85 15
Economically Disadvantaged 15 55 70 30 24 54 78 22 15 50 65 35
Not Economically Disadvantaged 60 29 89 11 53 33 87 13 56 40 97 3
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
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
Geography 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
< = 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
School23-
Division896
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-kindergarten343738
Kindergarten10310289
Grade 198111104
Grade 29999118
Grade 3107105103
Grade 4110110100
Grade 5110116111
Total Students661680663

< = 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 Students661680663
Female325333320
Male336347343
American Indian636
Asian121315
Black343435
Hispanic586274
Native Hawaiian221
White508516484
Multiple Races415048
Students with Disabilities394054
Students without Disabilities622640609
Economically Disadvantaged287285246
Not Economically Disadvantaged374395417
English Learners302535
Not English Learners631655628
Homeless382
Military Connected71515
Foster Care776
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2018-2019 Per-Pupil Spending

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 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 Students627405883759645
Female315212901729917
Male312192982029728
American Indian<<<<<<
Asian141100111
Black281284320
Hispanic505486545
Native Hawaiian--<<<<
White505284672345535
Multiple Races253304402
Students with Disabilities476414344
Economically Disadvantaged243262253423936
English Learners291283262
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
Disorderly or Disruptive Behavior Offenses 16
Other Offenses Against Persons <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian10.90.4
Asian2.21.81.9
Black4.97.75.157.1
Hispanic9.27.78.8509.17.1
Native Hawaiian--0.30.3
White78.284.676.95075.964.3
Multiple Races4.56.27.421.4
< = 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 Indian10.90.4
Asian2.21.81.9
Black4.95.15
Hispanic9.28.89.1
Native Hawaiian0.30.3
White78.276.975.9
Multiple Races4.56.27.4
< = 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 Indian10.90.4
Asian2.21.81.9
Black4.95.15
Hispanic9.28.89.1
Native Hawaiian--0.30.3
White78.276.975.9
Multiple Races4.56.27.4
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 43.444.137.7
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 69.16768.6
< = 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
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 77.773.175.3
< = 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: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201845%53%0%2%
2018-201952%46%0%2%
2019-202059%39%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

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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