Winding Creek Elementary

General school information

Category: Elementary (KG-05) School
Phone: 540-658-6400
Address: 475 Winding Creek Rd Stafford, VA 22554
Principal: Ms. Rebecca R. Wardlow
Superintendent: Dr. Daniel W. Smith
School Number: 423
Region: 3
Division: Stafford County Public Schools
Division Number: 89
Division Website (opens new window)

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

School Environment

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	63	79	21	12	66	77	23	11	62	73	27
Female	19	64	83	17	15	67	81	19	13	59	71	29
Male	11	63	74	26	9	65	74	26	9	64	74	26
American Indian									<	<	100	0
Asian	29	51	80	20	13	66	79	21	17	52	69	31
Black	6	77	83	17	5	78	82	18	6	73	80	20
Hispanic	7	56	63	38	7	52	59	41	4	52	56	44
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	22	62	84	16	17	65	82	18	17	61	78	22
Multiple Races	15	64	79	21	21	67	87	13	13	66	79	21
Students with Disabilities	5	46	52	48	4	53	57	43	3	43	46	54
Students without Disabilities	17	66	83	17	13	68	81	19	12	65	77	23
Economically Disadvantaged	8	63	70	30	6	55	61	39	3	52	54	46
Not Economically Disadvantaged	19	64	83	17	15	71	86	14	16	68	84	16
English Learners	2	47	48	52	2	36	38	62	1	38	39	61
Military Connected	25	56	81	19	23	59	82	18	20	63	83	17
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	53	66	34	8	60	68	32	6	58	63	37
Female	19	53	73	27	13	59	72	28	4	57	61	39
Male	7	52	59	41	5	60	65	35	7	58	65	35
American Indian									<	<	100	0
Asian	25	38	63	38	17	58	75	25	16	53	68	32
Black	3	66	69	31	3	73	75	25	-	71	71	29
Hispanic	3	44	47	53	3	50	53	48	7	31	38	62
White	20	53	73	27	13	55	68	32	4	69	73	27
Multiple Races	22	56	78	22	18	73	91	9	6	50	56	44
Students with Disabilities	-	41	41	59	3	38	41	59	-	30	30	70
Students without Disabilities	15	55	70	30	9	65	74	26	6	62	69	31
Economically Disadvantaged	13	43	57	43	4	42	46	54	-	48	48	52
Not Economically Disadvantaged	13	57	70	30	10	68	78	22	10	65	76	24
English Learners	-	42	42	58	3	37	40	60	-	34	34	66
Military Connected	24	47	71	29	23	51	74	26	9	59	68	32
Grade 4 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	69	85	15	17	66	83	17	16	62	78	22
Female	22	66	88	12	17	71	88	12	20	58	78	22
Male	9	72	82	18	17	61	78	22	12	65	77	23
Asian	25	69	94	6	19	56	75	25	38	38	75	25
Black	9	85	94	6	6	75	81	19	11	80	91	9
Hispanic	7	61	68	32	18	43	61	39	-	69	69	31
White	23	64	87	13	21	74	94	6	27	46	73	27
Multiple Races	7	73	80	20	28	67	94	6	9	73	82	18
Students with Disabilities	5	63	68	32	10	57	67	33	7	37	44	56
Students without Disabilities	17	70	87	13	18	67	85	15	18	67	85	15
Economically Disadvantaged	8	70	77	23	10	59	69	31	3	59	62	38
Not Economically Disadvantaged	20	69	89	11	21	69	90	10	24	64	88	12
English Learners	4	61	64	36	-	48	48	52	3	53	56	44
Military Connected	23	59	82	18	23	66	89	11	24	66	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	69	86	14	10	72	82	18	11	65	76	24
Female	16	73	88	12	14	69	83	17	13	61	74	26
Male	18	66	84	16	5	75	80	20	9	69	78	22
Asian	38	46	85	15	5	79	84	16	-	63	63	37
Black	5	81	86	14	6	88	94	6	6	68	74	26
Hispanic	12	65	77	23	3	63	67	33	6	50	56	44
Native Hawaiian									<	<	100	0
White	24	69	93	7	16	68	84	16	19	69	87	13
Multiple Races	14	64	79	21	10	60	70	30	20	75	95	5
Students with Disabilities	13	33	47	53	-	70	70	30	-	67	67	33
Students without Disabilities	18	73	91	9	11	72	83	17	13	65	77	23
Economically Disadvantaged	2	76	78	22	4	63	67	33	6	47	53	47
Not Economically Disadvantaged	24	66	90	10	14	77	91	9	14	73	86	14
English Learners	-	25	25	75	-	20	20	80	-	17	17	83
Military Connected	32	68	100	0	22	61	83	17	23	63	87	13
Foster Care					<	<	<	<	<	<	<	<
Grade 6 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 English Reading Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC English Reading Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
EOC Writing Performance	2023-2024				2024-2025				2025-2026
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

select test

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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	67	80	20	12	64	76	24	12	63	75	25
Female	16	66	82	18	13	64	78	22	11	64	76	24
Male	10	68	77	23	11	63	74	26	12	62	74	26
American Indian									<	<	100	0
Asian	29	56	84	16	18	63	82	18	17	61	78	22
Black	8	75	83	17	6	73	80	20	7	72	79	21
Hispanic	6	56	62	38	5	55	60	40	7	53	60	40
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	17	69	86	14	19	59	78	22	17	64	81	19
Multiple Races	11	72	83	17	10	79	90	10	13	63	76	24
Students with Disabilities	2	48	50	50	1	43	44	56	2	40	42	58
Students without Disabilities	15	69	84	16	14	67	81	19	14	67	80	20
Economically Disadvantaged	6	62	68	32	5	54	59	41	4	53	57	43
Not Economically Disadvantaged	17	69	86	14	16	69	85	15	17	69	86	14
English Learners	6	47	53	47	1	41	42	58	2	47	49	51
Military Connected	16	72	88	12	20	64	84	16	21	67	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	67	77	23	13	63	75	25	10	59	69	31
Female	11	65	76	24	17	58	75	25	10	60	70	30
Male	9	70	78	22	9	67	76	24	11	58	69	31
American Indian									<	<	100	0
Asian	31	50	81	19	21	50	71	29	21	47	68	32
Black	6	82	88	12	5	75	80	20	3	74	77	23
Hispanic	-	51	51	49	5	56	61	39	7	52	59	41
White	12	73	84	16	23	60	83	17	15	63	77	23
Multiple Races	11	78	89	11	9	73	82	18	6	44	50	50
Students with Disabilities	5	55	59	41	-	31	31	69	5	25	30	70
Students without Disabilities	10	69	80	20	15	70	85	15	11	65	76	24
Economically Disadvantaged	11	53	64	36	2	57	59	41	5	50	55	45
Not Economically Disadvantaged	9	75	84	16	18	66	83	17	15	67	82	18
English Learners	8	42	50	50	3	48	52	48	3	47	50	50
Military Connected	15	76	91	9	20	63	83	17	14	68	82	18
Grade 4 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	70	80	20	12	66	77	23	15	65	80	20
Female	13	73	86	14	9	71	81	19	12	64	77	23
Male	7	67	74	26	14	60	74	26	17	65	82	18
Asian	25	75	100	0	19	63	81	19	25	63	88	13
Black	3	73	76	24	8	72	81	19	11	66	77	23
Hispanic	4	64	68	32	3	47	50	50	8	62	69	31
White	13	70	84	16	15	69	83	17	23	65	88	13
Multiple Races	7	67	73	27	17	83	100	0	-	80	80	20
Students with Disabilities	-	37	37	63	5	62	67	33	-	48	48	52
Students without Disabilities	11	75	86	14	13	66	79	21	18	68	86	14
Economically Disadvantaged	2	66	68	32	11	50	61	39	2	57	59	41
Not Economically Disadvantaged	14	72	86	14	12	74	86	14	23	70	93	7
English Learners	7	61	68	32	-	42	42	58	3	62	65	35
Military Connected	9	73	82	18	20	71	91	9	21	69	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	62	83	17	12	62	74	26	10	65	75	25
Female	25	60	84	16	14	63	77	23	12	68	80	20
Male	15	66	81	19	11	61	71	29	9	61	70	30
Asian	31	38	69	31	16	74	89	11	5	74	79	21
Black	14	70	84	16	6	72	78	22	6	77	83	17
Hispanic	15	54	69	31	6	61	68	32	6	46	51	49
Native Hawaiian									<	<	<	<
White	27	64	91	9	19	51	70	30	13	65	78	22
Multiple Races	14	71	86	14	-	80	80	20	25	70	95	5
Students with Disabilities	-	53	53	47	-	40	40	60	-	44	44	56
Students without Disabilities	23	63	86	14	14	65	79	21	12	67	79	21
Economically Disadvantaged	4	67	72	28	2	56	58	42	6	51	57	43
Not Economically Disadvantaged	28	60	88	12	19	66	84	16	13	71	84	16
English Learners	-	25	25	75	-	24	24	76	-	20	20	80
Military Connected	26	63	89	11	22	50	72	28	27	63	90	10
Foster Care					<	<	100	0	<	<	<	<
Grade 6 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 7 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Grade 8 Mathematics Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geometry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Algebra II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Substitute Math Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	59	74	26	8	62	70	30	13	59	73	27
Female	17	57	74	26	6	62	68	32	15	56	71	29
Male	15	60	75	25	11	62	72	28	11	63	74	26
Asian	31	46	77	23	5	79	84	16	16	58	74	26
Black	14	62	76	24	6	63	69	31	9	57	66	34
Hispanic	12	54	65	35	-	58	58	42	-	54	54	46
Native Hawaiian									<	<	100	0
White	18	62	80	20	14	62	76	24	19	61	80	20
Multiple Races	7	57	64	36	10	40	50	50	30	65	95	5
Students with Disabilities	-	47	47	53	5	40	45	55	-	56	56	44
Students without Disabilities	18	60	78	22	9	65	74	26	15	60	75	25
Economically Disadvantaged	7	54	61	39	3	51	54	46	4	53	57	43
Not Economically Disadvantaged	20	61	81	19	11	69	80	20	18	62	80	20
English Learners	-	8	8	92	-	12	12	88	-	35	35	65
Military Connected	26	58	84	16	11	61	72	28	33	50	83	17
Foster Care					<	<	<	<	<	<	<	<
Grade 5 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	59	74	26	8	62	70	30	13	59	73	27
Female	17	57	74	26	6	62	68	32	15	56	71	29
Male	15	60	75	25	11	62	72	28	11	63	74	26
Asian	31	46	77	23	5	79	84	16	16	58	74	26
Black	14	62	76	24	6	63	69	31	9	57	66	34
Hispanic	12	54	65	35	-	58	58	42	-	54	54	46
Native Hawaiian									<	<	100	0
White	18	62	80	20	14	62	76	24	19	61	80	20
Multiple Races	7	57	64	36	10	40	50	50	30	65	95	5
Students with Disabilities	-	47	47	53	5	40	45	55	-	56	56	44
Students without Disabilities	18	60	78	22	9	65	74	26	15	60	75	25
Economically Disadvantaged	7	54	61	39	3	51	54	46	4	53	57	43
Not Economically Disadvantaged	20	61	81	19	11	69	80	20	18	62	80	20
English Learners	-	8	8	92	-	12	12	88	-	35	35	65
Military Connected	26	58	84	16	11	61	72	28	33	50	83	17
Foster Care					<	<	<	<	<	<	<	<
Grade 8 Science Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Biology Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Chemistry Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Earth Science Performance	2023-2024				2024-2025				2025-2026
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	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	60	84	16	23	52	74	26	23	57	81	19
Female	24	58	82	18	23	50	73	27	25	53	78	22
Male	24	61	85	15	23	54	76	24	22	61	83	17
Asian	47	53	100	0	27	53	80	20	43	50	93	7
Black	19	72	91	9	19	44	64	36	23	64	86	14
Hispanic	15	55	70	30	14	45	59	41	9	55	64	36
White	25	63	88	12	23	60	83	17	30	55	84	16
Multiple Races	20	33	53	47	39	44	83	17	20	60	80	20
Students with Disabilities	6	65	71	29	6	72	78	22	-	33	33	67
Students without Disabilities	27	59	85	15	25	49	74	26	27	61	87	13
Economically Disadvantaged	16	58	73	27	17	48	65	35	6	52	58	42
Not Economically Disadvantaged	28	60	89	11	25	54	79	21	33	60	94	6
English Learners	18	47	65	35	7	67	73	27	4	57	61	39
Military Connected	23	59	82	18	35	44	79	21	38	52	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA Studies Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	60	84	16	23	52	74	26	23	57	81	19
Female	24	58	82	18	23	50	73	27	25	53	78	22
Male	24	61	85	15	23	54	76	24	22	61	83	17
Asian	47	53	100	0	27	53	80	20	43	50	93	7
Black	19	72	91	9	19	44	64	36	23	64	86	14
Hispanic	15	55	70	30	14	45	59	41	9	55	64	36
White	25	63	88	12	23	60	83	17	30	55	84	16
Multiple Races	20	33	53	47	39	44	83	17	20	60	80	20
Students with Disabilities	6	65	71	29	6	72	78	22	-	33	33	67
Students without Disabilities	27	59	85	15	25	49	74	26	27	61	87	13
Economically Disadvantaged	16	58	73	27	17	48	65	35	6	52	58	42
Not Economically Disadvantaged	28	60	89	11	25	54	79	21	33	60	94	6
English Learners	18	47	65	35	7	67	73	27	4	57	61	39
Military Connected	23	59	82	18	35	44	79	21	38	52	90	10
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
VA & US History Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History I Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
World History II Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Geography Performance	2023-2024				2024-2025				2025-2026
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
Civics & Econ Performance	2023-2024				2024-2025				2025-2026
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

	2023-2024	2024-2025	2025-2026
School	1	8	-
Division	107	102	37
State	6,361	4,559	1,714
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
	2023-2024	2024-2025	2025-2026
Kindergarten	120	128	120
Grade 1	126	116	135
Grade 2	151	133	127
Grade 3	152	159	142
Grade 4	148	154	160
Grade 5	142	151	159
Pre-kindergarten	-	0	0
Total Enrollment	839	841	843

< = 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	2023-2024	2024-2025	2025-2026
All Students	839	841	843
Female	421	423	430
Male	417	417	413
American Indian	1	2	4
Asian	78	87	89
Black	200	199	201
Hispanic	166	184	190
Native Hawaiian	3	1	1
White	303	296	274
Multiple Races	88	72	84
Students with Disabilities	102	105	116
Students without Disabilities	737	736	727
Economically Disadvantaged	300	332	294
Not Economically Disadvantaged	539	509	549
English Learners	156	179	181
Not English Learners	683	662	662
Homeless	3	4	3
Military Connected	154	157	153
Foster Care	3	6	10
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2025-2026 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
	2023-2024		2024-2025		2025-2026
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	754	89	759	87	774	75
Female	379	41	375	48	402	36
Male	374	48	384	39	372	39
American Indian	<	<	<	<	<	<
Asian	69	9	83	5	84	7
Black	193	8	191	14	198	7
Hispanic	139	35	147	33	148	37
Native Hawaiian	<	<	<	<	<	<
White	270	29	272	27	258	20
Multiple Races	79	8	64	8	81	4
Students with Disabilities	83	22	99	23	106	19
Economically Disadvantaged	262	53	280	48	286	48
English Learners	135	28	156	23	154	28
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

2024-2025 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	2024-2025	2025-2026
Behaviors that Impede Academic Progress	6	4	52
Behaviors related to School Operations	2	22	20
Relationship Behaviors without Physical Harm	89	61	161
Behaviors of a Safety Concern	14	11	40
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	6	9	5

< = 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
	2023-2024	2024-2025	2025-2026
In-School Suspension	25	30	31
Out-of-School Suspension	34	30	30
Explusion and Alternative Placement	0	0	0
Referral to Law Enforcement	5	4	6
Bus Suspension	16	9	8

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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	37	34.3	37.5
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	56.4	52.4	57.7
< = 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
	2023-2024	2024-2025	2025-2026
	Percentage	Percentage	Percentage
All Students	68.8	67.2	72.3
< = 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.

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: 2025-2026

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2023-2024	48%	52%	0%	0%
2024-2025	45%	52%	0%	3%
2025-2026	47%	52%	0%	1%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2025-2026 Data Used for Required Federal Reporting: Not Identified for Support and Improvement

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	73%	83%	88%
Asian	71%	91%	88%
Black	80%	78%	88%
Hispanic	56%	78%	88%
White	79%	87%	88%
Multiple Races	80%	85%	88%
Economically Disadvantaged	54%	78%	88%
English Learners	53%	74%	88%
Students with Disabilities	46%	72%	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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	76%	79%	85%
Asian	79%	90%	85%
Black	80%	73%	85%
Hispanic	61%	73%	85%
White	81%	83%	85%
Multiple Races	78%	81%	85%
Economically Disadvantaged	57%	73%	85%
English Learners	59%	71%	85%
Students with Disabilities	42%	69%	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 Group	Current Rate
All Students	73%
Asian	78%
Black	66%
Hispanic	56%
White	80%
Multiple Races	95%
Economically Disadvantaged	58%
English Learners	62%
Students with Disabilities	56%

< = 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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	69%	58%	58%
English Learner Proficiency	15%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	85	124	69%
English Learner Proficiency	23	151	15%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99.4%	.6%	99.4%	.6%	99.4%	.6%
Asian	100%	-	100%	-	100%	-
Black	100%	-	100%	-	100%	-
Hispanic	99%	1%	99%	1%	100%	-
White	99.3%	.7%	99.3%	.7%	98.2%	1.8%
Multiple Races	97.9%	2.1%	97.9%	2.1%	100%	-
Economically Disadvantaged	99.5%	.5%	99.5%	.5%	100%	-
Not Economically Disadvantaged	99.3%	.7%	99.3%	.7%	99.1%	.9%
English Learners	99.1%	.9%	99.1%	.9%	100%	-
Students with Disabilities	97.2%	2.8%	97.2%	2.8%	94.7%	5.3%
Students without Disabilities	99.7%	.3%	99.7%	.3%	100%	-
Female	99.6%	.4%	99.6%	.4%	100%	-
Male	99.2%	.8%	99.2%	.8%	98.8%	1.2%

< = 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).

Federal Designation

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