Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

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
Accredited10
Accreditation Denied1

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 SubgroupType2014-20152015-20162016-2017
All StudentsDivision868586
 Virginia858687
FemaleDivision908885
 Virginia898990
MaleDivision838188
 Virginia828384
AsianDivision100100100
 Virginia909293
BlackDivision837882
 Virginia797981
HispanicDivision909186
 Virginia767675
WhiteDivision878788
 Virginia899091
Students with DisabilitiesDivision673151
 Virginia535354
Economically DisadvantagedDivision858181
 Virginia757578
English LearnersDivision8186
 Virginia676762
Gap Group 2Division837882
 Virginia797981
Gap Group 3Division909186
 Virginia767675
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9716229969593112716029
Female117665241172612814756125
Male8686032866583410685832
American Indian<100<0<<<<<100<0
Asian187153291076672429885912
Black560564045652447615439
Hispanic868593276356379645536
White148369171583681716846716
Two or more races10645436761543913665334
Students with Disabilities938296283527658362864
Economically Disadvantaged766593476155399655635
English Learners752454884335578605240
Migrant10655535251494912534147
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106352371063533712645136
Female86659341564493615644936
Male12604740561563910635337
Asian<100<0<100<0<100<0
Black555504544845528554745
Hispanic75851421155444510594941
White167458261681661918755625
Two or more races22613939126553353555245
Students with Disabilities1246335484032606363064
Economically Disadvantaged8605240855474510594941
English Learners95849421252404811605040
Migrant<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146653341061513913655335
Female177457261066563415715729
Male106049401056474411604940
Asian<<<<<100<0<100<0
Black446415455147498574943
Hispanic1166553425452468494151
White238158192074542619846516
Two or more races7807320858504221583742
Students with Disabilities12463354102717734353265
Economically Disadvantaged9625338655494511584742
English Learners561553944441567463954
Migrant<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137157291366533415745826
Female187658241569543115796421
Male106757331164533615695431
Asian<100<0<<<<<100<0
Black8595141550455010675733
Hispanic968583266357379635437
White198364172382591823876413
Two or more races257550251367533319715229
Students with Disabilities1349365183729638403260
Economically Disadvantaged116656341060514013705630
English Learners7635637746395411645336
Migrant<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9696031866583411716029
Female13766324968583214786422
Male664593686558358655735
Asian<<<<<100<0<<<<
Black357544344945513524948
Hispanic12705830459544110716229
White138067201484701616846816
Two or more races<<<<-67673323856215
Students with Disabilities8312369532276810312169
Economically Disadvantaged664583655853426645836
English Learners941325943329675726728
Migrant<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118170191274622612796721
Female108272181481681914826918
Male118069201068583210766524
Asian<100<0<<<<<100<0
Black877692376558359685932
Hispanic137361271472582810776723
White138976111581661915877213
Two or more races-696931107060301792758
Students with Disabilities10292071123725638352765
Economically Disadvantaged876672496859329766724
English Learners83224681441275910766624
Migrant<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5676233770633011675633
Female7706330869613113725928
Male4646036671652910635437
Asian<<<<<100<0<<<<
Black354514635653447534648
Hispanic3676433469653111604840
White98071201385721514796521
Two or more races-313169-404060<<<<
Students with Disabilities624197652621749352665
Economically Disadvantaged359564146359377595241
English Learners41915815149867474053
Migrant<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students484801668277186787222
Female4868214686801410807020
Male381781968073203777423
Asian<100<0<<<<<100<0
Black-74742627776234726828
Hispanic388851311786722-666634
White6908510890821011907910
Two or more races6716529-646436-454555
Students with Disabilities-40406064742537393261
Economically Disadvantaged177762337573253666334
English Learners-50505010302070-474753
Migrant<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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117664241375622515735827
Female147965211678622223815819
Male9736427117362279675833
American Indian<100<0<100<0<100<0
Asian<<<<10605040<<<<
Black6645836865563511645436
Hispanic77669241273612714634937
White168569151884661620846416
Two or more races45450468726428-505050
Students with Disabilities73730631444305619442556
Economically Disadvantaged6686232866583412665334
English Learners532276873023707463954
Migrant-646436<<<<<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107161291468543218695131
Female137461261771532930825218
Male8686132116655349605140
Asian<<<<<<<<<<<<
Black65549451255434513594641
Hispanic7797221865573522624038
White158267181981621921805920
Two or more races-36366410706030<<<<
Students with Disabilities113625641337246317432557
Economically Disadvantaged76356371060514016634637
English Learners4332967619138110463754
Migrant<<<<<<<<<100<0
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128068201282701813766424
Female158570151485711516796321
Male107666241079692110746426
Asian<100<0<<<<<100<0
Black671652957671248706230
Hispanic8706330168266187645736
White188971111687701319886912
Two or more races76760337736727<<<<
Students with Disabilities23836621451374920452555
Economically Disadvantaged674682667468268696031
English Learners831236974336574454155
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students974652687566257746726
Female1076672497769237777023
Male973642777265287716429
American Indian<<<<<100<0<<<<
Asian2096764298354171595805
Black564593656459364625938
Hispanic1079702177771236777123
Native Hawaiian<100<0<100<0<100<0
White128169191183721710827218
Two or more races10625238136148399686032
Students with Disabilities845375564842526403560
Economically Disadvantaged870633076963316696431
English Learners970603066054406726628
Migrant1170593035956418645636
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13655235116452369665734
Female13635137136149396645736
Male146652341066563412695731
Asian<100<0<100<0<100<0
Black949405155045505555045
Hispanic107565251062523810685732
White207555251882641812766424
Two or more races19482952133825636635638
Students with Disabilities11423258647415311352465
Economically Disadvantaged1163513775952418615439
English Learners10716129756494411655435
Migrant<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147561252175542511685732
Female167962212277562311705930
Male127260282072522810665634
Asian<100<0<100<0<100<0
Black6565044166550352504950
Hispanic138269181180692011655435
White218563153281491919876713
Two or more races138067202963333811675633
Students with Disabilities952434854944514353265
Economically Disadvantaged11716029167154298615339
English Learners978692247167298605240
Migrant<<<<<<<<<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237955211874562616796321
Female288254182478542217816419
Male207657241471572916776223
Asian<100<0<<<<<100<0
Black1372592886254388655635
Hispanic268054202280582012877513
White318454162381581925856015
Two or more races337542253380472032825018
Students with Disabilities1652364854843522504850
Economically Disadvantaged197757231572572813776423
English Learners207757231365533513857215
Migrant<<<<<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students582771847572252767424
Female888801257874221807920
Male378742237371272727028
Asian<100<0<100<0<100<0
Black477732336562352636138
Hispanic6868014-6969311868414
White687811358984112817919
Two or more races<<<<<<<<<<<<
Students with Disabilities1152424854641543535047
Economically Disadvantaged581761937169291727128
English Learners9706130-5757432848216
Migrant<<<<<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students758514244339574464154
Female757504355348478564844
Male759524133733631363564
Asian<100<0<<<<<100<0
Black341385963428664332967
Hispanic55449463595541-404060
White1171592924847527645736
Two or more races-585842<<<<<<<<
Students with Disabilities724177611231277716984
Economically Disadvantaged650445044238583393661
English Learners43329676352965-404060
Migrant<<<<<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students274722617775233757225
Female278752218181193838117
Male271702927270283696731
Asian<<<<<<<<<100<0
Black266643417069304646036
Hispanic586821418281181838217
White180792028179192797721
Two or more races-43435766559358696231
Students with Disabilities4373363655494510332467
Economically Disadvantaged271682927170292726928
English Learners-5454464504650-787822
Migrant-707030<<<<<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186841428280183848116
Female189881128381172878513
Male182811828279183817819
Asian<100<0<100<0<100<0
Black-82821817473261818019
Hispanic1848316-8585151807920
White289871148884125898411
Two or more races<<<<-575743-747426
Students with Disabilities-696931-676733-676733
Economically Disadvantaged182821817776232817919
English Learners3757225-565644-737327
Migrant7867914<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students571662938178194757225
Female273702728583153777423
Male869623147874224736927
American Indian<<<<<100<0
Asian<100<0<<<<<100<0
Black15858422727028-656535
Hispanic785781518079204787422
White777702348984116827518
Two or more races-555545<<<<-626238
Students with Disabilities-212179-474753-292971
Economically Disadvantaged163623737572253716829
English Learners66356386615639-717129
Migrant<<<<<<<<<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12817019885771511897811
Female980712078477161091819
Male14826918986771413877513
Asian<100<0<100<0<<<<
Black13816919-7979218877913
Hispanic14826818492888896884
White108171191186751414897511
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged11796821380772010908110
English Learners<<<<<<<<6888212
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

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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9796921107767239766724
Female879702187466269776823
Male107969211179682110756525
American Indian<100<0<<<<
Asian36642736188871129100910
Black470663046359374635937
Hispanic475712557469263726928
White158874121790731017897211
Two or more races755474564943518564844
Students with Disabilities753454774841528473953
Economically Disadvantaged673672766963316686232
English Learners249465123836623565444
Migrant-636337-434357-555545
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147865222071512916705330
Female147662242170493016705430
Male148066201871532917705330
Asian<<<<<<<<<100<0
Black8706230105242489584942
Hispanic8766824126755332626038
White218866123487541333865314
Two or more races177558252087671318644536
Students with Disabilities15665134124734536383262
Economically Disadvantaged117665241466513411655335
English Learners770643024947514605640
Migrant<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7766924876672410685932
Female4777223470663010726128
Male9756625118069209665734
Asian<<<<<100<0<100<0
Black463593746359373555245
Hispanic479752137774239584842
White98677141589741115806620
Two or more races-3131697474053<<<<
Students with Disabilities85244481333216710463654
Economically Disadvantaged469653156863327605340
English Learners-38386241612844444056
Migrant<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11857415108070209837417
Female10847416979702110847416
Male11857415118270188827418
American Indian<100<0<<<<
Asian<<<<<<<<<100<0
Black576712437774232696631
Hispanic783761726765331868514
White179375719917291895775
Two or more races-757525-363664-363664
Students with Disabilities3363364-5656443636038
Economically Disadvantaged678722237169294757125
English Learners-333367-242476-595941
Migrant<100<0<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students785781568276186898311
Female58681142817919593887
Male8837517108372178837517
Asian<100<0<100<0<100<0
Black-83831726967312848216
Hispanic-888813-95955-838317
White138572159867714992838
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-86861427270281868414
English Learners<100<0<<<<-606040
Migrant<100<0<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students874662647773233767324
Female774672647470261727128
Male974662658176195797421
Asian<<<<<100<0<100<0
Black26563351595841-606040
Hispanic-60604017978211787722
White14907610994856792858
Two or more races14362164-3232686474153
Students with Disabilities-484852-535347-323268
Economically Disadvantaged4656135-7170291676633
English Learners-343466-404060-545446
Migrant-383862-424258<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

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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062201677612314786322
Female167963211476622414786422
Male208060201878602215776323
American Indian<<<<<<<<<<<<
Asian351006503090601014867114
Black8665834116655348645636
Hispanic198161191076662411776623
Native Hawaiian<100<0<100<0<100<0
White249066102288651220896911
Two or more races215837421361493912655335
Students with Disabilities11574543850425012524048
Economically Disadvantaged127260281271592910706030
English Learners1765483555651448665834
Migrant1574592685850429736427
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students680732087466268776923
Female576712467266288756625
Male8837517107667248797121
American Indian<100<0<<<<
Asian<100<0<<<<<<<<
Black265643536057402676533
Hispanic589841111746326-636337
White9887912128573151691759
Two or more races17675033-808020<<<<
Students with Disabilities-444456-393961-454555
Economically Disadvantaged373702746359371656435
English Learners-707030-363664-505050
Migrant<100<0<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students774672698272187827518
Female4726928128372177847716
Male1076662478073207817419
Asian<100<0<100<0<100<0
Black-50505026664343666334
Hispanic-81811947671244888412
White1386721414937871293817
Two or more races<<<<<<<<-737327
Students with Disabilities-333367-474753-404060
Economically Disadvantaged365633547571253767424
English Learners-757525<<<<-828218
Migrant<100<0<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168164191371582913736027
Female9796921871632912766424
Male218261181671542914705630
Asian<100<0
Black972642865246482535247
Hispanic15806520-7474269776723
White208666142282601823856215
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<-262674-464654
Economically Disadvantaged770633026463366645836
English Learners<<<<<<<<-585842
Migrant<100<0<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students571662946864322706730
Female172712826764332716929
Male969603167065303696631
American Indian<<<<
Asian<100<0<100<0<<<<
Black-535347-515149-494951
Hispanic2727028-5757432676433
White119179988981115888412
Two or more races-434357-252575-303070
Students with Disabilities-414159-434357-505050
Economically Disadvantaged1605940-5656441616039
English Learners-424258-292971-494951
Migrant<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298960112285641523846116
Female278659141885681523866314
Male30916092585601524835917
Asian<100<0<100<0<100<0
Black168367171576612415776223
Hispanic258762131189781122846216
White3996574329462629895911
Two or more races2346235413604740<<<<
Students with Disabilities2575543-5959419514249
Economically Disadvantaged178467161781641920805920
English Learners8605240659534114756125
Migrant<<<<<<<<<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students317846223079492123755225
Female328149192976472423755325
Male317444263081511923755125
Asian<100<0<100<0
Black126250382475512513584542
Hispanic367842221978592224846016
White419049104283411731875613
Two or more races577114293078482225755025
Students with Disabilities197253281151404911453455
Economically Disadvantaged247248282475512517685132
English Learners32724028773662720826218
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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 89.66 State: 90.38Division: State:Division: State:

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

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten164168155
Kindergarten393388352
Grade 1408377400
Grade 2443404371
Grade 3390425395
Grade 4413372432
Grade 5384395370
Grade 6388399385
Grade 7392395404
Grade 8388391382
Grade 9474445419
Grade 10406436400
Grade 11317352397
Grade 12360315333
Post Graduate244
Total Students5,3225,2665,199
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 Subgroups

2017 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
Subgroup2015-20162016-20172017-2018
All Students532252665199
Female249524852445
Male282727812754
American Indian788
Asian465544
Black197519361900
Hispanic114311701169
Native Hawaiian555
White211120602040
Two or more races353233
Students with Disabilities703720712
Not Students with Disabilities461945464487
Economically Disadvantaged320530662707
Not Economically Disadvantaged211722002492
English Learners93710371011
Not English Learners438542294188
Migrant15812595
Homeless209228241
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 2017: 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 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision175124632210
State4978334420271095854971970
FemaleDivision86583074
State27214151999363331873682
MaleDivision896633156
State2256919221177462536241288
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision40561287
State79241059810702211500849
HispanicDivision26172081
State47504926292891961258
WhiteDivision104443152
State299871610511585831716709
Two or more racesDivision<<<<<<
State23641473934417494
Students with DisabilitiesDivision2146142
State1022603527101341172104
Economically DisadvantagedDivision699753208
State959515820159443026401137
English LearnersDivision10191080
State1518329526534162581
HomelessDivision151021
State203616882523657
Military ConnectedDivision<<<<0<
State175295542122029
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 Students34030589.731091.2226.5
Female1581479314893.774.4
Male18215886.816289158.2
American Indian0<100<10000
Asian0<100<10000
Black1149785.110087.787
Hispanic544583.34685.2814.8
White1591519515295.653.1
Two or more races0<<<<<<
Students with Disabilities292275.92586.2413.8
Economically Disadvantaged20217184.717586.6209.9
English Learners383078.93078.9821.1
Homeless10770770220
Military Connected0<100<10000
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken25 / 1.72%17 / 1.09%17 / 1.1%
Advanced Placement Course Enrollment29 / 1.99%42 / 2.7%23 / 1.49%
Dual Enrollment280 / 19.22%267 / 17.15%251 / 16.21%
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

2014-2015 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.

2014-2015 FGI cohort year (students entering high school in 2011)
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 StudentsDivision28017039
State800275758028
FemaleDivision1439732
State404623112723
MaleDivision1377347
State395652645333
AsianDivision0<100
State5267459213
BlackDivision945443
State171681128234
HispanicDivision402147
State8078522135
Native HawaiianDivision0<100
State1147336
WhiteDivision1388936
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision11<100
State5663303146
Economically DisadvantagedDivision1749048
State224071294742
English LearnersDivision311455
State5212340435
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
2014-20152015-20162016-2017
NOCTI AssessmentsDivision192220
 State397141393623
State LicensuresDivision1154
 State167317901964
Industry CertificationDivision457400737
 State89541100544109590
Workplace ReadinessDivision---
 State336653077542313
Total Credentials EarnedDivision477437761
 State128850137248157490
Students Earning One or More CredentialsDivision347330589
 State104867109089126113
CTE CompletersDivision175249205
 State392914240440516
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
66.966.364.8

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
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

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
2013-20143,326.005,574.001,142.00
2014-20153,379.005,881.001,226.00
2015-20163,401.005,807.001,280.00

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
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 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
2013-20142014-20152015-20162016-2017
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 Students493722479135492028711211349322961131704769344126179
Female23221044061231314463552313133558622731455888
Male26151203974260714349582619163588424961996891
American Indian13000821000000000
Asian36021494114821049211
Black1864863049182310945451858110496517571326068
Hispanic992331323105934142210813512401085501734
Native Hawaiian0000000000000000
White20021043360194613650421898146486218421534773
Two or more races24112301133433326512
Students with Disabilities581461725609572225610632532571822544
Economically Disadvantaged33431745910133082118679315021584130282021587121
English Learners912241221944271017960248341045411325
Homeless11214113157181310213291229213211523
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
Subgroup2014-20152015-20162016-2017
All Students95.8895.7395.08
Female95.7395.5895.05
Male96.0295.8795.11
American Indian95.4796.8195.67
Asian96.2896.8796.47
Black95.8895.895.04
Hispanic96.7696.7396.05
Native Hawaiian93.994.2993.06
White95.4595.1794.58
Two or more races95.6394.193.91
Students with Disabilities94.9394.5393.54
Economically Disadvantaged95.7895.5694.84
English Learners96.8396.996.44
Migrant95.6896.1595.35
Foster Care93.4
Military Connected95.15
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

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses12
Technology Offenses36
Offenses Against Student18
Offenses Against Staff<
Weapons Offenses16
Property Offenses13
All Other Offenses66
Other Offenses Against Persons222
Disorderly or Disruptive Behavior Offenses838
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
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2090.150.1320.1520.61
Asian0.8940.150.8640.261.0440.49
Black36.74460.8837.1161.336.76462.9
Hispanic21.4727.2521.4778.4322.2188.88
Native Hawaiian0.1140.0940.095
White40.01530.6639.66628.6139.11926.4
Two or more races0.5520.910.6581.40.6080.73
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
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2090.1320.152
Asian0.8940.8641.044
Black36.74422.2237.1137.536.76420
Hispanic21.47211.1121.47712.522.21860
Native Hawaiian0.1140.0940.095
White40.01566.6739.6665039.11920
Two or more races0.5520.6580.608
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
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2090.1320.152
Asian0.8940.8641.044
Black36.74437.115036.76480
Hispanic21.47221.47722.21820
Native Hawaiian0.1140.0940.095
White40.01539.6665039.119
Two or more races0.5520.6580.608
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students69.3267.6167.59
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students56.5456.9649.49
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students80.8882.4581.32
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

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.56 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 13.27 : 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 iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional10%14%
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
 2014-20152015-20162016-2017
Division
All Schools100%10%4%
High Poverty100%9%4%
Low Poverty-17%19%
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%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: 2016-2017

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
2014-201555%40%1%4%
2015-201652%41%1%6%
2016-201757%40%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Accomack County Public Schools to top