Skip To Main Content

Search

Main Navigation

Mobile Translate ( don't delete )

Mobile Utility

Header Holder

Header Right

Header Utility

Translate

Search

Mobile Toggle ( don't delete )

Breadcrumb

PreK-8 Analysis FAQs

Alexandria City Public Schools (ACPS) is committed to ensuring that our school structures best support student learning, equitable access to resources, and long-term sustainability. As part of this commitment, ACPS conducted an analysis of our PreK-8 schools to evaluate their effectiveness in meeting the needs of students, families, and staff.

To keep our community informed, we have compiled a list of frequently asked questions (FAQs) about the PreK-8 analysis. These FAQs will provide insight into the purpose of the analysis, the process, and how families and staff can stay engaged. We encourage you to review this information and check back regularly for updates as we continue this important work.

PreK-8 Analysis FAQs

Alexandria City Public Schools (ACPS) is committed to ensuring that our school structures best support student learning, equitable access to resources, and long-term sustainability. As part of this commitment, ACPS conducted an analysis of our PreK-8 schools to evaluate their effectiveness in meeting the needs of students, families, and staff.

To keep our community informed, we have compiled a list of frequently asked questions (FAQs) about the PreK-8 analysis. These FAQs will provide insight into the purpose of the analysis, the process, and how families and staff can stay engaged. We encourage you to review this information and check back regularly for updates as we continue this important work.

General Questions 

1. Many families had concerns and questions about what happens to the students during construction. Many were under the impression that elementary students would go to a swing space one to two years prior to opening and then transition to the newly zoned schools in 2033 when the middle school opens. Not sure if this is the case, or if parents are still concerned as any student here will be entering high school by 2033. 

The conversions aim to optimize building capacities across the division while ensuring minimal disruption to students and families. The increased capacity provided by the George Mason Modernization Project will help accommodate students during construction, and the reconfigurations will ensure that all students have access to appropriate learning environments.

2. I am curious about the process for determining the "feasibility and viability of the IB program." When will this process begin? What will it look like? Who will be involved? 

At this time, Jefferson-Houston (JH) is the only school within the school division with an International Baccalaureate (IB) Program. With ACPS school staff, families, and central office staff, we will engage the school community to garner their feedback on the continued implementation of the IB program.  

Areas of assessment will include, but are not limited to:

  • Student, Staff, and Community Interest: Students, staff, and families will be surveyed to gauge the level of support and implementation of the JH IB Program. 
  • Assessment of Strategic Fit: Assess whether IB aligns with the division’s mission, instructional priorities and other academic programs (e.g., AP, dual enrollment, or CTE).
  • Implementation & Sustainability: Assess the level of implementation with fidelity of the IB Framework. The IB World organization evaluates the program for implementation with specific measures and assessment criteria. Their evaluation along with division observational walkthroughs, will be an additional measure to inform (from an instructional lens) whether to continue with IB at JH
  • Budget Analysis: Examine costs of IB authorization, annual fees, teacher training, materials, and assessments.
  • Cost-Benefit Analysis: Compare IB program costs to student outcomes, such as high school preparedness and school accreditation
  • Accreditation & Compliance: Assess the compliance with IB’s evaluation cycles and standards.

3. Can you develop school projections beyond 2035? 

As mentioned at the January 29, 2025, PTA meeting, our Capital Improvement Plan (CIP) includes 10-year enrollment projections. We limit projections to 10 years because the accuracy of predictions beyond that timeframe significantly decreases. These projections are updated annually and presented to the public as part of the annual CIP process.

4. Why did the PreK-8 Analysis model against “Projected 2027 Enrollment,” which is five years before the conversion is proposed to be complete?

The data collection for the PreK-8 Analysis was conducted during the 2023-24 school year.  Enrollment projections are updated and presented to the School Board each fall. The school division wanted to ensure that the school Board had the most recent data from the current school year and budget cycle as an update to the analysis.

5. Throughout the fall, material shared with the Jefferson-Houston community promised that final decision-making related to the K-8 model and potential conversion of the schools would be done in “alignment with redistricting.” Please provide your definition of alignment in this context.

On the PreK-8 Webpage and presentations presented in April 2024, May 2024, and August 2024, the timeline was made transparent to the community and detailed the following:

  • April/May 2024: Information Gathering
  • June 2024: Pros/Cons Documentation
  • July 2024: Alternative Analysis
  • August 2024: Recommendations
  • September 2024: Report to ACPS School Board and Redistricting Committee
  • Fall 2024: School Board Decisions Based Upon Recommendations
  • 2025–26 or Beyond: Implementation of School Board Decisions

The concerns with overutilization at Patrick Henry K-8 School, Francis C. Hammond Middle School and George Washington Middle School have remained consistent throughout the study.  Alignment with redistricting implies that there are specific aspects that will inform the K-8 impact through the redistricting process. Examples of these aspects would include utilization rates and Title I impact.  

6.  Why isn’t the K-8 analysis a study of the academic or educational effects of K-8 programs, and the potential elimination of that model, as its name suggests? Where is that analysis given that national and local data suggests it’s a successful model for student outcomes?

Pages 120-123 of the PreK-8 analysis report details all of the research that was used to inform the study. As a school division, we assess the academic and educational effects of our K-8 schools and all schools through our school improvement process. A review and analysis of all schools is conducted on a quarterly basis each school year. Slide 13 of the November 2024 presentation details our process. The data that guide our school improvement efforts for Jefferson-Houston, Patrick Henry and all schools is found on their Virginia Department of Education School (VDOE) Quality Report. The JH School Quality Report currently shows that JH has been accredited with conditions for the 2023 and 2024 accreditation status years. The PH School Quality Report currently shows that PH is fully accredited for the 2023 and 2024 accreditation status years.  

Facilities & Operations Questions

1. What is the timing for the conversions?

The middle school conversions are scheduled between FY 2030 and FY 2032. This timeline aligns with the City's guidance on the Capital Improvement Plan (CIP) Budget, which has limited funding available from FY 2026 to FY 2029. The increased capacity provided by the George Mason Modernization Project will support the distribution of K-8 students during ongoing construction.

2. Why are middle school conversions happening between FY 2030 and FY 2032?

This schedule ensures the City’s CIP Budget constraints are managed responsibly while addressing future capacity needs. By aligning with the FY 2030-32 timeline, we can maintain fiscal continuity and meet our growing capacity requirements effectively.

3. What is the recommendation for Jefferson-Houston?

Jefferson-Houston is recommended to add capacity for a middle school that accommodates 850 students, which will help accommodate Alexandria’s growing student enrollment and help manage division-wide student distribution.

4. What is the role of Patrick Henry in the reconfiguration?

Patrick Henry is recommended to continue serving as a K-5 school addressing the needs of elementary school students in western Alexandria.

5. Could Patrick Henry become a middle school?

If Patrick Henry were selected for a middle school conversion, it would require more students to be relocated from other schools to ensure it has sufficient enrollment. This would be a more complex reconfiguration compared to its current K-5 capacity.

6. How will student distribution be affected by the conversions?

The conversions aim to optimize school capacities across the division while ensuring minimal disruption to students and families. The increased capacity provided by the George Mason Modernization Project will help accommodate students during construction, and the reconfigurations will ensure that all students have access to appropriate learning environments.

7. What will programming look like for students? Does Jefferson-Houston have the capacity to provide comparable programming as Francis C. Hammond and George Washington (World Languages, Career and Technical Education (CTE) courses, etc.)?

Programming at Jefferson-Houston will aim to provide comparable opportunities to those offered at Francis C. Hammond and George Washington Middle Schools, including World Languages, CTE courses, and other specialized programs.