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General school information

Division: Accomack County Public Schools
Address: 23296 Courthouse Ave Accomac, VA 23301
Superintendent: Mr. Warren C. Holland
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools11
Fully Accredited8
Accreditation Denied1
Partially Accredited: Warned School-Pass Rate2

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision848685
 Virginia848586
FemaleDivision909088
 Virginia888989
MaleDivision778381
 Virginia818283
American IndianDivision100
 Virginia788484
AsianDivision100100100
 Virginia909092
BlackDivision838378
 Virginia777979
HispanicDivision799091
 Virginia767676
Native HawaiianDivision100100
 Virginia868992
WhiteDivision858787
 Virginia898990
Two or more racesDivision100100
 Virginia898889
Students with DisabilitiesDivision466731
 Virginia525353
Economically DisadvantagedDivision788581
 Virginia747575
English LearnersDivision768186
 Virginia676767
Gap Group 2Division838378
 Virginia777979
Gap Group 3Division799091
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students966573497162299695931
Female107059301176652411726128
Male863553786860328665834
American Indian<100<0<100<0<<<<
Asian-8080201871532910766724
Black555504556056404565244
Hispanic761543986859327635637
Native Hawaiian<100<0<100<0<100<0
White147965211483691715836817
Two or more races3484553106454367615439
Students with Disabilities941325993829628352765
Economically Disadvantaged659534176659347615539
English Learners337346375245488433557
Migrant4454255106555352514949
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students85547451063523710635337
Female9605140866593415644936
Male7504350126047405615639
Asian<100<0<100<0<100<0
Black235346555550454484552
Hispanic8514349758514211554445
White137259281674582616816619
Two or more races84638542261393912655335
Students with Disabilities6423658124633548403260
Economically Disadvantaged547425386052408554745
English Learners8494151958494212524048
Migrant<<<<<<<<<<<<
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126149391466533410615139
Female126047401774572610665634
Male116251391060494010564744
Black851424944641545514749
Hispanic5565144116655342545246
White187557252381581920745426
Two or more races833256778073208585042
Students with Disabilities205434461246335410271773
Economically Disadvantaged956474496253386554945
English Learners-31316956155394444156
Migrant<<<<<<<<<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136653341371572913665334
Female197355271876582415695431
Male96152391067573311645336
Asian<<<<<100<0<<<<
Black953454785951415504550
Hispanic1760434096858326635737
White178063201983641723825918
Two or more races<<<<2575502513675333
Students with Disabilities8443556134936518372963
Economically Disadvantaged106050401166563410605140
English Learners544385676356377463954
Migrant<<<<<<<<<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students866583496960318665834
Female8686032137663249685832
Male864573666459368655835
Asian<100<0<<<<<100<0
Black454514635754434494551
Hispanic4666134127058304595441
White147663241380672014847016
Two or more races-585842<<<<-676733
Students with Disabilities722157883123695322768
Economically Disadvantaged563583766458365585342
English Learners332296894132594332967
Migrant<<<<<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106959311181701912746226
Female107363271082721814816819
Male106554351180692010685832
American Indian<100<0<100<0
Asian<100<0<100<0<<<<
Black453494787769237655835
Hispanic97364271373612714725828
White168166191389761115816619
Two or more races-292971-69693110706030
Students with Disabilities94131591029207112372563
Economically Disadvantaged861533987667249685932
English Learners-444456832246814412759
Migrant<<<<<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students658524256762337706330
Female1061523977063308696131
Male356524446460366716529
Asian<100<0<<<<<100<0
Black448455235451463565344
Hispanic340376036764334696531
White10746426980712013857215
Two or more races-303070-313169-404060
Students with Disabilities835276562419765262174
Economically Disadvantaged349465135956414635937
English Learners-88924191581514986
Migrant-8892<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students690841048480166827718
Female69387748682146868014
Male586811438178196807320
Asian<<<<<100<0<<<<
Black3898511-7474262777623
Hispanic2908810388851311786722
White99282869085108908210
Two or more races-7070306716529-646436
Students with Disabilities6484252-4040606474253
Economically Disadvantaged385821517776233757325
English Learners-424258-50505010302070
Migrant<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137057301176642413756225
Female167862221479652116786222
Male11645336973642711736227
American Indian<100<0<100<0<100<0
Asian<<<<<<<<10605040
Black860524066458368655635
Hispanic12695731776692412736127
White187961211685691518846616
Two or more races769623145450468726428
Students with Disabilities19462754737306314443056
Economically Disadvantaged1064533666862328665834
English Learners341385953227687302370
Migrant-535347-646436<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students95748431071612914685432
Female136451361374612617715329
Male6524648868613211665534
Asian<100<0<<<<<<<<
Black6443956655494512554345
Hispanic552484877972218655735
White136955311582671819816219
Two or more races<<<<-36366410706030
Students with Disabilities143016701136256413372463
Economically Disadvantaged6514549763563710605140
English Learners-32326843329676191381
Migrant<<<<<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138775131280682012827018
Female15937871585701514857115
Male118272181076662410796921
Asian<<<<<100<0<<<<
Black786801467165295767124
Hispanic16907410870633016826618
White178871121889711116877013
Two or more races-85851576760337736727
Students with Disabilities16452955238366214513749
Economically Disadvantaged1083731767468266746826
English Learners-50505083123697433657
Migrant<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students971622997465268756625
Female8726428107667249776923
Male969613197364277726528
American Indian<<<<<<<<<100<0
Asian20856515209676429835417
Black562573856459365645936
Hispanic8706330107970217777123
Native Hawaiian<100<0<100<0<100<0
White127967211281691911837217
Two or more races75649441062523813614839
Students with Disabilities1045355584537556484252
Economically Disadvantaged665593587063307696331
English Learners453484797060306605440
Migrant9544646117059303595641
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students114938511365523511645236
Female135138491363513713614939
Male84739531466523410665634
Asian<<<<<100<0<100<0
Black433286794940515504550
Hispanic64540551075652510625238
White186346372075552518826418
Two or more races174225581948295213382563
Students with Disabilities17543746114232586474153
Economically Disadvantaged7423458116351377595241
English Learners4413859107161297564944
Migrant<<<<<<<<<<<<
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177861221475612521755425
Female167661241679622122775623
Male197961211272602820725228
Asian<100<0<100<0<100<0
Black9726328656504416655035
Hispanic197758231382691811806920
White248661142185631532814919
Two or more races236238381380672029633338
Students with Disabilities1661453995243485494451
Economically Disadvantaged127563251171602916715429
English Learners867593397869224716729
Migrant<<<<<<<<<<<<
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students226846322379552118745626
Female237350272882541824785422
Male206443362076572414715729
Asian<<<<<100<0<<<<
Black10554545137259288625438
Hispanic246844322680542022805820
White318049203184541623815819
Two or more races184527553375422533804720
Students with Disabilities16402460165236485484352
Economically Disadvantaged176245381977572315725728
English Learners105343482077572313655335
Migrant<<<<<<<<<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students579742158277184757225
Female278762288880125787422
Male780722037874223737127
Black172712847773233656235
Hispanic38885126868014-696931
White1082721868781135898411
Two or more races-808020<<<<<<<<
Students with Disabilities6453855115242485464154
Economically Disadvantaged376742458176193716929
English Learners37471269706130-575743
Migrant-808020<<<<<<<<
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students344415675851424433957
Female342395875750435534847
Male345425575952413373363
Asian<<<<<100<0<<<<
Black332296834138596342866
Hispanic252504855449463595541
White5575243117159292484752
Two or more races-151585-585842<<<<
Students with Disabilities6241876724177611231277
Economically Disadvantaged238366265044504423858
English Learners-22227843329676352965
Migrant<<<<<<<<<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students366633427472261777523
Female469653127875221818119
Male263613727170292727028
Asian<100<0<<<<<<<<
Black357544326664341706930
Hispanic368653258682141828118
White373692718079202817919
Two or more races<<<<-4343576655935
Students with Disabilities833256743733636554945
Economically Disadvantaged360584027168292717029
English Learners3393661-5454464504650
Migrant8312369-707030<<<<
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188871218684142828018
Female29492618988112838117
Male183821718281182827918
Asian<100<0<100<0<100<0
Black1868514-8282181747326
Hispanic4918791848316-858515
White189871128987114888412
Two or more races-909010<<<<-575743
Students with Disabilities-616139-696931-676733
Economically Disadvantaged187861318282181777623
English Learners-959553757225-565644
Migrant<<<<7867914<<<<
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students582771857166293817819
Female583781727370272858315
Male581771986962314787422
Asian<100<0<100<0<<<<
Black276742415858422727028
Hispanic276742478578151807920
White788811277770234898411
Two or more races-646436-555545<<<<
Students with Disabilities-444456-212179-474753
Economically Disadvantaged278762216362373757225
English Learners650445066356386615639
Migrant<<<<<<<<<<<<
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9827318128170198857715
Female984751698071207847716
Male10807020148269189867714
Asian<100<0<100<0<100<0
Black773662713816919-797921
Hispanic384811614826818492888
White138572151081711911867514
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged4787422117968213807720
English Learners<100<0<<<<<<<<
Migrant<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10756425979692110776723
Female975652587970218746626
Male117564251079692111796821
Asian237755233664273618887112
Black564593647066304635937
Hispanic869613147571255746926
White168670141588741217907310
Two or more races358554275547456494351
Students with Disabilities1452384875345477484152
Economically Disadvantaged768613267367276696331
English Learners345435524946512383662
Migrant5565144-636337-434357
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176952311478652220715129
Female156751331476622421704930
Male197152291480662018715329
Asian<<<<<<<<<<<<
Black9574843870623010524248
Hispanic15675233876682412675533
White268256182188661234875413
Two or more races<<<<1775582520876713
Students with Disabilities245733431566513412473453
Economically Disadvantaged136451361176652414665134
English Learners246445477064302494751
Migrant<<<<<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students562563877669248766724
Female358554247772234706630
Male7655835975662511806920
Asian<100<0<<<<<100<0
Black350475046359374635937
Hispanic351484947975213777423
White8766924986771415897411
Two or more races-272773-3131697474053
Students with Disabilities10382862852444813332167
Economically Disadvantaged454504646965315686332
English Learners-232377-3838624161284
Migrant8423358<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118674141185741510807020
Female11857415108474169797021
Male128675141185741511827018
Asian<100<0<<<<<<<<
Black279772157671243777423
Hispanic686801478376172676533
White189274817937571991729
Two or more races7645736-757525-363664
Students with Disabilities34441563363364-565644
Economically Disadvantaged481771967872223716929
English Learners-404060-333367-242476
Migrant<<<<<100<0<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students49187978578156827618
Female49388858681142817919
Male3888512883751710837217
Asian<<<<<100<0<100<0
Black-95955-8383172696731
Hispanic-96964-888813-95955
White6878113138572159867714
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-91919-8686142727028
English Learners<100<0<100<0<<<<
Migrant<100<0<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students478742287466264777323
Female478742277467264747026
Male578732297466265817619
Asian<<<<<<<<<100<0
Black166653426563351595841
Hispanic-747426-6060401797821
White890821014907610994856
Two or more races-58584214362164-323268
Students with Disabilities2393761-484852-535347
Economically Disadvantaged26866324656135-717029
English Learners-464654-343466-404060
Migrant<<<<-383862-424258
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238057201880622016776123
Female207959211679632114766224
Male258055202080602018786022
American Indian<<<<<<<<<<<<
Asian43935073510065030906010
Black14705630866583411665534
Hispanic217959211981611910766624
Native Hawaiian<100<0<100<0<100<0
White318958112490661022886512
Two or more races135946412158374213614939
Students with Disabilities18584042115745438504250
Economically Disadvantaged187456261272602812715929
English Learners13584442176548355565144
Migrant16654935157459268585042
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students580752068073208746626
Female479742157671246726628
Male6827518883751710766724
Asian<100<0<100<0<<<<
Black167663326564353605740
Hispanic-898911589841111746326
White10887812988791212857315
Two or more races858504217675033-808020
Students with Disabilities4282472-444456-393961
Economically Disadvantaged175742537370274635937
English Learners-545446-707030-363664
Migrant<<<<<100<0<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students38874913
Female31865514
Male44884512
Asian<100<0
Black26805420
Hispanic28855715
Native Hawaiian<100<0
White5294436
Two or more races36824518
Students with Disabilities6595341
Economically Disadvantaged31835217
English Learners12625038
Migrant<<<<
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1578642277467269827218
Female12837117472692812837217
Male16755925107666247807320
Asian<100<0<100<0<100<0
Black5686332-5050502666434
Hispanic25755025-8181194767124
White20896911138672141493787
Two or more races<<<<<<<<<<<<
Students with Disabilities-303070-333367-474753
Economically Disadvantaged869613136563354757125
English Learners-313169-757525<<<<
Migrant<<<<<100<0<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students77769231681641913715829
Female670653097969218716329
Male98475162182611816715429
American Indian<100<0
Asian<100<0<100<0
Black-62623897264286524648
Hispanic787801315806520-747426
White138471162086661422826018
Two or more races<<<<<<<<<<<<
Students with Disabilities-8892<<<<-262674
Economically Disadvantaged468643277063302646336
English Learners<<<<<<<<<<<<
Migrant<100<0<100<0<100<0
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students985771557166294686432
Female687811317271282676433
Male1084731696960316706530
Asian<100<0<100<0<100<0
Black-737327-535347-515149
Hispanic-939372727028-575743
White1690741011917998898111
Two or more races<100<0-434357-252575
Students with Disabilities3595641-414159-434357
Economically Disadvantaged18079201605940-565644
English Learners<<<<-424258-292971
Migrant<100<0<<<<<<<<
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20755525
Female18745626
Male23765424
Asian<<<<
Black13645036
Hispanic16796321
White29875813
Two or more races-212179
Students with Disabilities-434357
Economically Disadvantaged14685332
English Learners6504450
Migrant<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277649242989601122856415
Female287648242786591418856815
Male26775123309160925856015
Asian<100<0<100<0<100<0
Black157055301683671715766124
Hispanic206646342587621311897811
White4088481239965743294626
Two or more races104030602346235413604740
Students with Disabilities54641542575543-595941
Economically Disadvantaged186951311784671617816419
English Learners839316186052406595341
Migrant<<<<<<<<<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378448163178462230794921
Female348349173281491929764724
Male398546153174442630815119
Black207757231262503824755125
Hispanic398647143678422219785922
White53913894190491042834117
Two or more races187355275771142930784822
Students with Disabilities246742331972532811514049
Economically Disadvantaged308352172472482824755125
English Learners26815519327240287736627
Migrant<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 89.43 State: 91.04Division: 89.3 State: 91.28Division: 89.66 State: 90.38

Number of recently arrived English language learners exempted from state reading assessments

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten215162164
Kindergarten442421393
Grade 1427446408
Grade 2407398443
Grade 3390416390
Grade 4382392413
Grade 5369377384
Grade 6389376388
Grade 7411394392
Grade 8381416388
Grade 9427446474
Grade 10376348406
Grade 11304362317
Grade 12327301360
Post Graduate332
Total Students5,2505,2585,322
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 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
Subgroup2013-20142014-20152015-2016
All Students525052585322
Female246324852495
Male278727732827
American Indian14117
Asian384746
Black196119321975
Hispanic103411291143
Native Hawaiian665
White217121042111
Two or more races262935
Students with Disabilities696695703
Not Students with Disabilities455445634619
Economically Disadvantaged345031173205
Not Economically Disadvantaged180021412117
English Learners932946937
Not English Learners431843124385
Migrant147176158
Homeless104109209
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision1831561132714
State4917334246347093350192269
FemaleDivision846532137
State268261510112433531834822
MaleDivision999181147
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision556280145
State79001054014302301415981
HispanicDivision22160031
State44244514381851538310
WhiteDivision987733108
State300171650514315601740817
Two or more racesDivision<<<<0<
State222313111283616089
Students with DisabilitiesDivision32011077
State946531134691091067120
Economically DisadvantagedDivision95941122410
State921814811194032621251240
English LearnersDivision370051
State448207029417117888
HomelessDivision<<<<<<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students39435088.835590.1276.9
Female17415287.415589.1137.5
Male2201989020090.9146.4
American Indian0<100<10000
Asian0<100<10000
Black14412586.812687.5149.7
Hispanic423890.53890.537.1
White19917889.418291.5105
Two or more races0<100<10000
Students with Disabilities483470.83675714.6
Economically Disadvantaged23620084.720486.42410.2
English Learners161062.51062.5531.3
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken23 / 1.6%25 / 1.72%17 / 1.09%
Advanced Placement Course Enrollment45 / 3.14%29 / 1.99%42 / 2.7%
Dual Enrollment223 / 15.55%280 / 19.22%267 / 17.15%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision29916943
State807645806228
FemaleDivision1399730
State410163155223
MaleDivision1607255
State397482651033
AsianDivision0<100
State5269454514
BlackDivision1096639
State175771162334
HispanicDivision351557
State7574489435
WhiteDivision1528643
State467663441226
Students with DisabilitiesDivision30<100
State5865307548
Economically DisadvantagedDivision1658747
State228881345141
English LearnersDivision17<100
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision221922
 State502439714139
State LicensuresDivision4115
 State90516731790
Industry CertificationDivision143457400
 State6932189541100544
Workplace ReadinessDivision---
 State283493366530775
Total Credentials EarnedDivision169477437
 State103599128850137248
Students Earning One or More CredentialsDivision136347330
 State86257104867109089
CTE CompletersDivision223175249
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students58893640.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students771024948%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1171514328.5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
63.866.966.3

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,333.005,398.001,491.00
2013-20143,326.005,574.001,142.00
2014-20153,379.005,881.001,226.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students47982789513549372247913549202871121134932296113170
Female22761344853232210440612313144635523131335586
Male25221444782261512039742607143495826191635884
American Indian120111300082100000
Asian28110360214941148210
Black1841102374818648630491823109454518581104965
Hispanic90138102099233132310593414221081351240
Native Hawaiian0000000000000000
White19901344663200210433601946136504218981464862
Two or more races19303241123011334333
Students with Disabilities577541636581461725609572225610632532
Economically Disadvantaged3229178759533431745910133082118679315021584130
English Learners8703181491224122194427101796024834
Homeless75119911214113157181310213291229
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students96.1795.8895.73
Female96.1395.7395.58
Male96.2196.0295.87
American Indian96.6195.4796.81
Asian96.2296.2896.87
Black96.1595.8895.8
Hispanic96.9296.7696.73
Native Hawaiian95.7293.994.29
White95.8695.4595.17
Two or more races95.6195.6394.1
Students with Disabilities95.0794.9394.53
Economically Disadvantaged95.9895.7895.56
English Learners9796.8396.9
Migrant96.1895.6896.15
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses16
Technology Offenses52
Offenses Against Student35
Offenses Against Staff<
Weapons Offenses11
Property Offenses<
All Other Offenses54
Other Offenses Against Persons171
Disorderly or Disruptive Behavior Offenses699
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.267.25.209.15.132
Asian.724.894.15.864.26
Black37.35260.4536.74460.8837.1161.3
Hispanic19.6958.9621.4727.2521.4778.43
Native Hawaiian.114.114.094
White41.35230.2240.01530.6639.66628.61
Two or more races.495.12.552.91.6581.4
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.267.209.132
Asian.724.894.864
Black37.35257.1436.74422.2237.1137.5
Hispanic19.69514.2921.47211.1121.47712.5
Native Hawaiian.114.114.094
White41.35228.5740.01566.6739.66650
Two or more races.495.552.658
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.267.209.132
Asian.724.894.864
Black37.35236.74437.1150
Hispanic19.6955021.47221.477
Native Hawaiian.114.114.094
White41.3525040.01539.66650
Two or more races.495.552.658
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students70.7369.3267.61
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students56.7656.5456.96
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students81.5280.8882.45
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 11.49 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2014-2015 Grades 8-12 Student Teacher Ratio: 12.69 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional11%10%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools10%4%3%
High Poverty9%4%3%
Low Poverty17%19%-
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201459%38%1%2%
2014-201555%40%1%4%
2015-201653%41%1%5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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