Centerville Elementary
General school information
Category: Elementary (PK-05) School
Phone: 757-648-2200
Address: 2201 Centerville Tnpk Virginia Beach, VA 23464-5040
Principal: Leticia W. Swift-Newsome
Superintendent: Dr. Donald E. Robertson Jr.
School Number: 40
Region: 2
Division: Virginia Beach City Public Schools
Division Number: 128
Division Website (opens new window)
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ACCREDITATION
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
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. 1Graduation 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. 2Instructional 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. 3-4Leadership 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. 5Facilities 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. 6Parental 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. 7Standards 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. 8Long-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. 9Federally 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.10Compliance
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.11Assessments
The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).
Student Achievement by Proficiency Level
Reading Performance: All Students
This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
| English Reading Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 14 | 67 | 81 | 19 | 12 | 75 | 87 | 13 | 17 | 69 | 86 | 14 |
| Female | 16 | 67 | 83 | 17 | 11 | 74 | 85 | 15 | 21 | 67 | 89 | 11 |
| Male | 12 | 67 | 80 | 20 | 13 | 75 | 88 | 12 | 14 | 69 | 84 | 16 |
| Asian | 13 | 75 | 88 | 12 | 16 | 78 | 94 | 6 | 28 | 58 | 86 | 14 |
| Black | 6 | 60 | 66 | 34 | 12 | 58 | 70 | 30 | 9 | 60 | 70 | 30 |
| Hispanic | 18 | 65 | 82 | 18 | 5 | 71 | 76 | 24 | 10 | 77 | 87 | 13 |
| Native Hawaiian | < | < | < | < | < | < | 100 | 0 | < | < | 100 | 0 |
| White | 15 | 67 | 82 | 18 | 11 | 76 | 88 | 12 | 17 | 74 | 90 | 10 |
| Multiple Races | 17 | 70 | 87 | 13 | 18 | 82 | 100 | 0 | 22 | 65 | 86 | 14 |
| Students with Disabilities | 3 | 52 | 55 | 45 | 3 | 52 | 55 | 45 | 3 | 33 | 37 | 63 |
| Students without Disabilities | 15 | 69 | 84 | 16 | 13 | 77 | 90 | 10 | 19 | 73 | 92 | 8 |
| Economically Disadvantaged | 10 | 63 | 73 | 27 | 9 | 70 | 79 | 21 | 16 | 63 | 79 | 21 |
| Not Economically Disadvantaged | 16 | 69 | 85 | 15 | 14 | 77 | 91 | 9 | 18 | 71 | 89 | 11 |
| English Learners | - | 57 | 57 | 43 | 6 | 59 | 65 | 35 | - | 67 | 67 | 33 |
| Military Connected | 19 | 64 | 83 | 17 | 18 | 69 | 88 | 13 | 18 | 71 | 89 | 11 |
| Grade 3 English Reading Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 13 | 64 | 78 | 22 | 12 | 76 | 88 | 12 | 12 | 62 | 74 | 26 |
| Female | 13 | 71 | 84 | 16 | 14 | 70 | 84 | 16 | 19 | 56 | 75 | 25 |
| Male | 14 | 58 | 72 | 28 | 11 | 79 | 91 | 9 | 8 | 65 | 73 | 27 |
| Asian | 18 | 65 | 82 | 18 | 23 | 69 | 92 | 8 | 30 | 50 | 80 | 20 |
| Black | 5 | 70 | 75 | 25 | < | < | < | < | - | 56 | 56 | 44 |
| Hispanic | 18 | 55 | 73 | 27 | - | 75 | 75 | 25 | 18 | 64 | 82 | 18 |
| Native Hawaiian | < | < | < | < | < | < | 100 | 0 | < | < | 100 | 0 |
| White | 13 | 69 | 81 | 19 | 13 | 80 | 93 | 8 | 8 | 70 | 78 | 22 |
| Multiple Races | 20 | 53 | 73 | 27 | 17 | 83 | 100 | 0 | < | < | < | < |
| Students with Disabilities | 7 | 50 | 57 | 43 | < | < | < | < | - | 25 | 25 | 75 |
| Students without Disabilities | 14 | 66 | 81 | 19 | 13 | 79 | 92 | 8 | 14 | 68 | 82 | 18 |
| Economically Disadvantaged | 3 | 59 | 63 | 38 | 14 | 69 | 83 | 17 | 10 | 55 | 65 | 35 |
| Not Economically Disadvantaged | 18 | 66 | 84 | 16 | 11 | 79 | 90 | 10 | 13 | 66 | 79 | 21 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Military Connected | 21 | 64 | 85 | 15 | 23 | 55 | 77 | 23 | 5 | 76 | 81 | 19 |
| Grade 4 English Reading Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 19 | 63 | 83 | 17 | 16 | 73 | 89 | 11 | 23 | 70 | 93 | 7 |
| Female | 22 | 59 | 80 | 20 | 11 | 79 | 91 | 9 | 24 | 71 | 95 | 5 |
| Male | 17 | 67 | 85 | 15 | 20 | 67 | 87 | 13 | 22 | 69 | 92 | 8 |
| Asian | 17 | 72 | 89 | 11 | 11 | 79 | 89 | 11 | 36 | 57 | 93 | 7 |
| Black | 8 | 50 | 58 | 42 | 19 | 63 | 81 | 19 | 10 | 60 | 70 | 30 |
| Hispanic | 25 | 67 | 92 | 8 | 10 | 60 | 70 | 30 | 8 | 92 | 100 | 0 |
| Native Hawaiian | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| White | 21 | 58 | 79 | 21 | 17 | 75 | 92 | 8 | 24 | 73 | 97 | 3 |
| Multiple Races | 23 | 77 | 100 | 0 | 23 | 77 | 100 | 0 | 23 | 69 | 92 | 8 |
| Students with Disabilities | < | < | < | < | - | 57 | 57 | 43 | < | < | < | < |
| Students without Disabilities | 21 | 63 | 84 | 16 | 18 | 75 | 94 | 6 | 25 | 70 | 95 | 5 |
| Economically Disadvantaged | 18 | 58 | 76 | 24 | 6 | 69 | 75 | 25 | 29 | 61 | 89 | 11 |
| Not Economically Disadvantaged | 20 | 66 | 86 | 14 | 20 | 75 | 95 | 5 | 20 | 75 | 95 | 5 |
| English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
| Military Connected | 23 | 54 | 77 | 23 | 23 | 73 | 97 | 3 | 24 | 65 | 88 | 12 |
| Grade 5 English Reading Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| All Students | 10 | 73 | 83 | 17 | 8 | 76 | 84 | 16 | 17 | 72 | 89 | 11 |
| Female | 14 | 71 | 84 | 16 | 10 | 71 | 80 | 20 | 21 | 72 | 92 | 8 |
| Male | 6 | 76 | 82 | 18 | 6 | 80 | 86 | 14 | 14 | 73 | 86 | 14 |
| Asian | 6 | 88 | 94 | 6 | 17 | 83 | 100 | 0 | 21 | 63 | 84 | 16 |
| Black | 6 | 56 | 61 | 39 | < | < | < | < | 18 | 65 | 82 | 18 |
| Hispanic | 9 | 73 | 82 | 18 | 8 | 75 | 83 | 17 | < | < | < | < |
| Native Hawaiian | < | < | 100 | 0 | < | < | 100 | 0 | ||||
| White | 13 | 73 | 85 | 15 | 5 | 74 | 79 | 21 | 17 | 77 | 94 | 6 |
| Multiple Races | 11 | 78 | 89 | 11 | < | < | 100 | 0 | 20 | 73 | 93 | 7 |
| Students with Disabilities | - | 40 | 40 | 60 | < | < | < | < | 8 | 25 | 33 | 67 |
| Students without Disabilities | 11 | 76 | 87 | 13 | 7 | 78 | 85 | 15 | 18 | 78 | 96 | 4 |
| Economically Disadvantaged | 9 | 70 | 79 | 21 | 9 | 71 | 80 | 20 | 11 | 71 | 83 | 17 |
| Not Economically Disadvantaged | 10 | 75 | 86 | 14 | 7 | 79 | 86 | 14 | 19 | 73 | 92 | 8 |
| English Learners | < | < | < | < | < | < | 100 | 0 | < | < | < | < |
| Military Connected | 13 | 73 | 87 | 13 | 5 | 80 | 85 | 15 | 25 | 71 | 96 | 4 |
| Grade 6 English Reading Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 7 English Reading Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| Grade 8 English Reading Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| EOC English Reading Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
|
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
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Writing Performance: All Students
This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
| English Writing Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
| EOC Writing Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
| Student Subgroup | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed | Advanced | Proficient | Passed | Failed |
|
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available |
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Math Performance: All Students
This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
| Mathematics Performance | 2022-2023 | 2023-2024 | 2024-2025 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Subgroup | Advanced | |||||||||||