Strategic Plan Goal 1: Student Success

We commit to reach, challenge, and prepare every student for success in school and life

Elimination of Gaps

What FCPS will eliminate gaps in opportunity, access, and achievement for all students.

How Transform current practices to ensure all students achieve academic excellence through staff use of the Closing the Achievement Gap Framework.

Success

All students will:

  • Be successful in reading and mathematics;
  • Be college or career ready by graduation;
  • Graduate on time;
  • Have a plan for college or career after high school;
  • Have access to an FCPS provided individual computer or tablet consistent with One Fairfax’s policy of digital access for all residents;

Participation and performance rates will be similarly high across student groups (closing gaps) in:

  • Advanced Academic Programs;
  • Algebra 1 by 8th grade;
  • Honors courses;
  • Advanced Placement (AP) and International Baccalaureate (IB) courses.

Success Data:

Targets not notated by an asterisk were calculated by subtracting the distance from the baseline and the aspiration (100%), dividing the distance into two 3-year increments, and adding that value to the baseline.

All students will be successful in reading and mathematics.

Achievement Gap

Pass rates on reading SOLs
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 17,358 91% 94% 100%
Black 7,269 72% 81% 100%
Hispanic 15,443 69% 79% 100%
White 35,252 92% 95% 100%
Economically Disadvantaged 18,337 67% 75%* 100%
English Language Learners 14,775 63% 75%* 100%
Students with Disabilities 8,002 57% 75%* 100%

* These targets were set at the minimal Virginia accreditation standards (75% passing for reading and 70% passing for mathematics) because trends showed little movement. In SYs 2018-20, additional resources will be invested so that FCPS can reach the aspiration.

Note: This metric includes alternate assessments. For this metric, English Learners include both current EL students and former EL students who are in their first 4 years of monitoring. Data source: Education Support Decision Library

Pass rates on mathematics SOLs
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 20,901 93% 97% 100%
Black 8,902 69% 79% 100%
Hispanic 19,017 65% 77% 100%
White 41,455 90% 93% 100%
Economically Disadvantaged 5,659 64% 76% 100%
English Language Learners 19,734 63% 75% 100%
Students with Disabilities 9,361 54% 70%* 100%

* This target was set at the minimal Virginia accreditation standards (75% passing for reading and 70% passing for mathematics) because trends showed little movement. In SYs 2018-20, additional resources will be invested so that FCPS can reach the aspiration.

Note: This metric includes alternate assessments. For this metric, English Learners include both current EL students and former EL students who are in their first 4 years of monitoring. Data source: Education Support Decision Library

Grade 3 students who read at or above grade level (based on progress reports)
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 2,378 85% 90% 100%
Black 990 68% 79% 100%
Hispanic 2,143 55% 70% 100%
White 4,760 88% 92% 100%
Economically Disadvantaged 2,447 52% 68% 100%
English Language Learners 2,120 47% 65% 100%
Students with Disabilities 741 48% 65% 100%

Note: For this metric, students with disabilities do not include Category B, level 2 students.

Data source: Office of Student Testing

EL students who become English proficient in five years (Under Development)
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year

2024 Goal

English Learner Students Virginia is currently defining an approach to measuring growth to English proficiency in five years. Virginia’s approach should be available in winter 2019. FCPS will align its approach and data to Virginia’s once it becomes available. 100%

All students will be college or career ready by graduation.

Achievement Gap

Students who either pass a college-level exam or earn an industry certification before graduation
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 2,029 73% 82% 100%
Black 555 39% 59% 100%
Hispanic 1,026 43% 62% 100%
White 4,108 69% 79% 100%
Economically Disadvantaged 1,164 42% 61% 100%
English Language Learners 37 8% 39% 100%
Students with Disabilities 295 19% 46% 100%

Note: College-level exam refers to AP/IB tests. For this metric, students with disabilities do not include Category B, level 2 students.

Data source: Department of Information Technology

All students will graduate on time.

Achievement Gap

Virginia on-time graduation rates
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 2,676 97% 98% 100%
Black 1,384 92% 95% 100%
Hispanic 2,321 77% 80% 100%
White 5,911 97% 98% 100%
Economically Disadvantaged 2,826 85% 90% 100%
English Language Learners 1,314 66% 72%* 100%
Students with Disabilities 1,633 90% 93% 100%

* This target was adjusted by 5 percentage points because trends showed little movement. In SYs 2018-20, additional resources will be invested so that FCPS can reach the aspiration.

Data source: Virginia Department of Education

All students will have a plan for college or career after high school.

Achievement Gap

Students with plans for college or career on the Senior Survey
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 2,689 99% 100% 100%
Black 1,384 97% 98% 100%
Hispanic 2,338 97% 98% 100%
White 5,841 98% 99% 100%
Economically Disadvantaged 2,812 97% 98% 100%
English Language Learners 393 90% 93% 100%
Students with Disabilities 1,576 93% 95% 100%

Data source: Department of Information Technology

All students will have access to an FCPS provided individual computer or tablet consistent with One Fairfax’s policy of digital access for all residents.

Access Gap

High school students with access to an FCPS provided individual computer or tablet
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 735 7% 100% 100%
Black 646 11% 100% 100%
Hispanic 1,862 13% 100% 100%
White 1,044 4% 100% 100%
Economically Disadvantaged 1,125 11% 100% 100%
English Language Learners 1,086 16% 100% 100%
Students with Disabilities 694 9% 100% 100%

Data source: Student Information System

Participation and performance rates will be similarly high across student groups in Advanced Academic Programs (AAP)

Opportunity Gap

Schools offering the Young Scholars program
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Schools 88 out of 141 62% 106 out of 141 141 out of 141

Note: Schools include all elementary schools, including AAP centers. Data source: Office of Student Testing

 

Schools offering local level IV instruction
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Schools 54 out of 112 48% 73 out of 112 112 out of 112

Note: Schools include all elementary schools, excluding AAP centers. Data source: Office of Student Testing

 

Classrooms where students receive instructional experiences using AAP curriculum (Under Development)
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Classrooms The information for this metric will be collected in the spring of 2019. 100%

 

Access Gap

Students participating in AAP (grades 3-8)
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year 2024 Target (interim) School Year

2030 Goal

Asian 6,667 40% At or above 25% At or above 25% Equal across student groups
Black 1,134 13% 17% At or above 25% Equal across student groups
Hispanic 1,788 9% 14% At or above 25% Equal across student groups
White 9,611 29% At or above 25% At or above 25% Equal across student groups
Economically Disadvantaged 1,739 7% 13% At or above 25% Equal across student groups
English Language Learners 157 1% 9% At or above 25% Equal across student groups
Students with Disabilities 580 6% 12% At or above 25% Equal across student groups

Note: FCPS aspires to have equal participation across all student groups. The interim aspiration is set at the total percentage of FCPS students participating in advanced academic programs during the baseline years, which is 25 percent, n=20,678. Participation includes level IV eligible students and students who were not eligible but receive level IV instruction. For this metric, students with disabilities do not include Category B, level 2 students.

Data source: Student Information System

Achievement Gap

Students demonstrating advanced performance in Reading or Mathematics on SOL tests (grades 3-8)
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year

2024 Goal

Asian 5,419 81% 88% 100%
Black 613 54% 69% 100%
Hispanic 1,037 58% 72% 100%
White 7,086 74% 82% 100%
Economically Disadvantaged 924 53% 69% 100%
English Language Learners 52 33% 56% 100%
Students with Disabilities 401 69% 80% 100%

Note: For this metric, students with disabilities do not include Category B, level 2 students. The 3-year baseline for all students is 74 percent, n=15,257.

Data source: Office of Student Testing

Participation and performance rates will be similarly high across student groups in Algebra 1 by 8th grade.

Access Gap

Students who participate in Algebra 1 by 8th grade
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 2,235 80% At or above 61% Equal across student groups
Black 597 42% 48% Equal across student groups
Hispanic 1,046 34% 43% Equal across student groups
White 4,030 72% At or above 61% Equal across student groups
Economically Disadvantaged 1,254 32% 42% Equal across student groups
English Language Learners 197 11% 28% Equal across student groups
Students with Disabilities 284 17% 32% Equal across student groups

Note: FCPS aspires to have equal participation across student groups. The 18-20 target is based on the participation rate for all students in the Division, for which the 3-year baseline was 61 percent, n=8,410. For this metric, students with disabilities do not include Category B, level 2 students. 

Data source: Student Information System

Achievement Gap

Students who demonstrate proficiency (pass course and Algebra 1 SOL) in Algebra 1 by 8th grade 
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year 2020 Target School Year 2024 Goal
Asian 2,196 98% 99% 100%
Black 573 96% 97% 100%
Hispanic 985 94% 96% 100%
White 3,904 97% 98% 100%
Economically Disadvantaged 1,185 94% 96% 100%
English Language Learners 181 92% 95% 100%
Students with Disabilities 265 93% 95% 100%

Note: For this metric, students with disabilities do not include Category B, level 2 students. The 3-year baseline for all students was 97 percent, n=8.146.

Data source: Office of Student Testing

Participation and performance rates will be similarly high across student groups in honors courses.

Access Gap

Students who participate in honors courses (Grades 7 to 12)
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year

2024 Goal

Asian 13,853 82% At or above 68% Equal across student groups
Black 4,966 56% 60% Equal across student groups
Hispanic 8,093 41% 49% Equal across student groups
White 27,389 79% At or above 68% Equal across student groups
Economically Disadvantaged 9,733 41% 49% Equal across student groups
English Language Learners 903 9% 29% Equal across student groups
Students with Disabilities 2,069 21% 37% Equal across student groups

Note: FCPS aspires to have equal participation across student groups. The 18-20 target is based on the participation rate for all students in the Division, for which the 3-year baseline was 68 percent, n=57,556. For this metric, students with disabilities do not include Category B, level 2 students.

Data source: Student Information System

Achievement Gap

Students who demonstrate proficiency (pass course) in one or more honors course (Grades 7 to 12)
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year

2024 Goal

Asian 12,499 90% 93% 100%
Black 4,392 88% 92% 100%
Hispanic 7,089 88% 92% 100%
White 24,304 89% 92% 100%
Economically Disadvantaged 8,523 88% 92% 100%
English Language Learners 829 92% 94% 100%
Students with Disabilities 1,796 87% 91% 100%

Note: For this metric, students with disabilities do not include Category B, level 2 students. Performance will be indicated by final course marks. The 3-year baseline for all students is 89 percent, n=51,210.

Data source: Office of Student Testing

Participation rates will be similarly high across student groups in Advanced Placement (AP) and International Baccalaureate (IB) courses.

Access Gap

Students who participate in Advanced Placement (AP) or International Baccalaureate (IB) courses by end of high school
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year

2024 Goal

Asian 2,255 83% At or above 70% Equal across student groups
Black 720 50% 57% Equal across student groups
Hispanic 2,422 50% 57% Equal across student groups
White 5,940 77% At or above 70% Equal across student groups
Economically Disadvantaged 1,417 49% 56% Equal across student groups
English Language Learners 42 10% 30% Equal across student groups
Students with Disabilities 297 19% 36% Equal across student groups

Note: FCPS aspires to have equal participation across student groups. The 18-20 target is based on the participation rate for all students in the Division, for which the 3-year baseline was 70 percent, n=9,232. For this metric, students with disabilities do not include Category B, level 2 students.

Data source: Student Information System

Achievement Gap

Students who demonstrate proficiency (pass course) in at least one Advanced Placement (AP) or International Baccalaureate (IB) course by the end of high school 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year

2024 Goal

Asian 2,235 99% 100% 100%
Black 711 99% 100% 100%
Hispanic 1,182 97% 98% 100%
White 4,543 99% 100% 100%
Economically Disadvantaged 1,375 97% 98% 100%
English Language Learners 41 98% 99% 100%
Students with Disabilities 287 97% 98% 100%

Note: For this metric, students with disabilities do not include Category B, level 2 students. The 3-year baseline for all students is 99 percent, n=9,130.

Data source: Department of Information Technology

Portrait of a Graduate (POG) attributes

What All FCPS PreK-12 students will continuously progress in their development of Portrait of a Graduate attributes.

How Increase student opportunities to apply Portrait of a Graduate skills to real-world problems through teacher use of the Learning Model.

Success All students will meet grade-level expectations for Portrait of a Graduate outcomes. (Capstone Projects grades 3, 5, 7 or 8, 10 or 11).

Success Data:

All students will meet grade-level expectations for Portrait of a Graduate (POG) outcomes as measured by their performance on end-of-year POG Presentations of Learning (including Capstone experiences).

Students who demonstrate proficiency (matrix rating of “proficient” or higher) on their end of year POG Presentation of Learning (including Capstone experiences) (Under Development) 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year

2024 Goal

Asian The metric on Capstone projects is currently being developed. To date, FCPS has 30 schools that have piloted Portrait of a Graduate projects. 100%
Black 100%
Hispanic 100%
White 100%
Economically Disadvantaged 100%
English Language Learners 100%
Students with Disabilities 100%

Early Education

What All future FCPS families will access high-quality early learning experiences.

How Enhance FCPS partnership with families and the county government to ensure young children are ready for kindergarten using the Fairfax County Equitable School Readiness Plan.

Success All future FCPS students will enter kindergarten with the essential skills needed for school success.

Success Data:

All future FCPS students will enter kindergarten with the essential skills needed for school success.

Students with executive functioning skills at kindergarten entry (Under Development)
 
  3-Year Baseline (count) 3-Year Baseline (percent) School Year

2020 Target

School Year

2024 Goal

Asian Virginia is currently defining an approach to measuring executive functioning in kindergarten. Virginia’s approach should be available in fall 2019. FCPS will align its approach and data to Virginia’s once it becomes available.
Black
Hispanic
White
Economically Disadvantaged
English Language Learners
Students with Disabilities
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