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

General school information

Division: Albemarle County Public Schools
Address: 401 McIntire Road Charlottesville, VA 22902-4596
Superintendent: Dr. Pamela Moran
Region: 5
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 Schools26
Fully Accredited21
Accreditation Denied1
Partially Accredited: Warned School-Pass Rate4

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 StudentsDivision909290
 Virginia848586
FemaleDivision919692
 Virginia888989
MaleDivision888989
 Virginia818283
American IndianDivision100100
 Virginia788484
AsianDivision989590
 Virginia909092
BlackDivision828179
 Virginia777979
HispanicDivision818285
 Virginia767676
Native HawaiianDivision100
 Virginia868992
WhiteDivision919593
 Virginia898990
Two or more racesDivision898690
 Virginia898889
Students with DisabilitiesDivision586663
 Virginia525353
Economically DisadvantagedDivision778178
 Virginia747575
English LearnersDivision748079
 Virginia676767
Gap Group 2Division828179
 Virginia777979
Gap Group 3Division818285
 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 Students197859222180592022805820
Female238159192483591724825818
Male167558251877592319775823
American Indian-696931-50505012534147
Asian28845616299162931895811
Black453494755348475545046
Hispanic115848421160484011594841
Native Hawaiian<<<<<<<<<<<<
White228462162486621426876113
Two or more races187961212080602020785922
Students with Disabilities940316094030609423358
Economically Disadvantaged653474775447467534647
English Learners845385565044507524548
Migrant<<<<<100<0<100<0
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237250282373502720765624
Female267953212776492422795721
Male206647342071512919745526
American Indian<100<0<<<<<<<<
Asian25876213188871123494606
Black341385954338574555145
Hispanic185335471453394721593841
White267852222781541923836017
Two or more races247652242969403112705830
Students with Disabilities203312671542265810362664
Economically Disadvantaged104535551049385110524348
English Learners175134491055454519624338
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177255282276542423775423
Female217453262981521925795421
Male137057301672562821755425
American Indian<<<<<<<<<<<<
Asian37804420318957112294726
Black344415664135594544946
Hispanic9443556115847429524348
White208161192683571729845516
Two or more races116756332178572221745326
Students with Disabilities93728631033246714402560
Economically Disadvantaged539346175245488504350
English Learners440366095647446524648
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217655242976472431794721
Female248056203279472135834817
Male197253282774472628744726
Asian27896311449147946904410
Black9534447105039505504550
Hispanic126149391449355113554245
Native Hawaiian<100<0<<<<<100<0
White258156193584491637864914
Two or more races167660241578632232804820
Students with Disabilities9413259936266412311969
Economically Disadvantaged95344471148375210534347
English Learners11594841104737539554545
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237754232078582225765124
Female258155192282601827775023
Male207453261874562623755225
American Indian<100<0<<<<
Asian34855115309869236885212
Black2444256555504511463654
Hispanic11534247105849428534547
White278457162383601730855515
Two or more races138067202083631717725628
Students with Disabilities832246883224689352665
Economically Disadvantaged649435165247485423758
English Learners232306814139593484552
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237956212281591922846216
Female298354172685591527865914
Male177558251878602216816519
American Indian<<<<<100<0<100<0
Asian44884412338957113593587
Black850425035149493646136
Hispanic96051401268563210665634
Native Hawaiian<100<0<100<0
White258560152687611325896311
Two or more races368751131676602425866114
Students with Disabilities631256973528656474153
Economically Disadvantaged654494655449467645836
English Learners-363664-4949511474553
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147864221581661919765624
Female168164191984651621795821
Male117563251178672217735527
Asian178366172789621131764424
Black350475035249482383662
Hispanic8514349762553812584642
White168569151787701322846216
Two or more races157661241785681519654635
Students with Disabilities841335953833624322868
Economically Disadvantaged552474865549455454055
English Learners4332967-363664-414159
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1592778159176911907910
Female179376715937771593787
Male13907710159075108877913
American Indian<100<0<100<0<100<0
Asian207655241589741112907810
Black284821627472263706730
Hispanic6908410107868224777323
White189476618967841495815
Two or more races16947862091709996884
Students with Disabilities6635737136754337665934
Economically Disadvantaged282801827269282696731
English Learners5595541-545446-474753
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 Students297950213582471834824818
Female358651144085451541884712
Male227250283079492126765024
American Indian<<<<<<<<<<<<
Asian47874013498939114891429
Black5514649105545454544946
Hispanic116453361466523414655135
White348551154188471241884712
Two or more races247653242983541724846016
Students with Disabilities9403160104535558473953
Economically Disadvantaged7554745105545457544646
English Learners852444814241585393461
Migrant<100<0<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267448263278472234774323
Female328249183782451842844216
Male216747332674482626714529
Asian47934774987381351903810
Black438346274942514433957
Hispanic65144491158474220604140
White328351173784481639834417
Two or more races206948313488541221755425
Students with Disabilities1035246593728636322668
Economically Disadvantaged5433957115039507494251
English Learners7403360-2929717393361
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308858123986471434875313
Female3693577438845124091519
Male248359173484501627825518
Asian43823918509040104691469
Black8756725146248385645936
Hispanic13857215187658249695931
White359156944914694292508
Two or more races29886012248055202692668
Students with Disabilities85647441256444410635337
Economically Disadvantaged871632996152398595141
English Learners457524325451464403560
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 Students207757231977592320785822
Female207958211979592119806020
Male207555251876582420775723
American Indian-626238559554113443156
Asian4088481237915593491579
Black552464835249484534947
Hispanic860524076255388625438
Native Hawaiian<<<<<<<<<<<<
White238259182283611724856115
Two or more races167559251675592518755725
Students with Disabilities944355684133599423358
Economically Disadvantaged656494465548456575243
English Learners1054434675750437605440
Migrant<<<<<<<<<100<0
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156347371771542921725128
Female166549351567513320735327
Male156146391974562623724928
American Indian<<<<<<<<<<<<
Asian25755025188466163895575
Black224227624139597494251
Hispanic541365955045503434057
White187052302178562226805420
Two or more races146551351671552918685032
Students with Disabilities12342266193618649322468
Economically Disadvantaged433306764539555454055
English Learners840326075447467484252
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277649242881531928825418
Female237350272682561824805620
Male317847222980512032835217
American Indian<<<<<<<<<<<<
Asian4789421153954253292598
Black1453394725250486554945
Hispanic125038501264523612695731
White318352173287551334885412
Two or more races177256282778512226744926
Students with Disabilities154328571343305715483352
Economically Disadvantaged949395185851429615139
English Learners134835521266533412675533
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297344272474502627764924
Female297546252474502627785122
Male287143292575502528754725
Asian4993447489346751883712
Black743365754541556443856
Hispanic145642441049395113594641
Native Hawaiian<100<0<<<<<100<0
White337946212882541832845216
Two or more races216847322272502825805520
Students with Disabilities103828621031226914331967
Economically Disadvantaged12534047114534556534747
English Learners16533747645395513584642
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117362271381691914766224
Female137763231485711511786622
Male96960311177662316755925
American Indian<100<0<<<<
Asian31855415269670416907410
Black356534446965316585242
Hispanic160584056863325666234
White147764231685691518836517
Two or more races578732378477167706330
Students with Disabilities7373063747405311423058
Economically Disadvantaged458544266762336565144
English Learners252504866156394676333
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237753232073532719806120
Female247955212277552321836317
Male237552251769523117766024
American Indian<<<<<100<0<100<0
Asian47884112289062102694696
Black751444934239584595541
Hispanic1165543575648448615339
Native Hawaiian<100<0<100<0
White268155192379562123856215
Two or more races248459161864463614816719
Students with Disabilities939306173225686403460
Economically Disadvantaged658524274538557625538
English Learners1048385275043504534947
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students460564046156393595541
Female464603645853423656235
Male558534256358373535047
Asian<<<<<<<<15695431
Black348455245248481434257
Hispanic3676433-474753-424258
White466623466559354706630
Two or more races10524348-7777234464254
Students with Disabilities1038296273225687373063
Economically Disadvantaged455514535350472535147
English Learners6554845-404060-515149
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138976111287751312867414
Female1691769149177913907710
Male108677141184731611837217
American Indian<100<0<100<0
Asian349561531936272996674
Black2767324-737327-656535
Hispanic474712678477167776923
Native Hawaiian<<<<<100<0
White14937871490761013907710
Two or more races9867714128675141692768
Students with Disabilities263613715655442515049
Economically Disadvantaged377732347066304737027
English Learners773662727774232777423
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208463161981621919796021
Female208565152082621820806020
Male208262181879622118796121
American Indian<100<0<<<<<<<<
Asian51954453190591037875013
Black14544552464354-414159
Hispanic468643236158398696031
Native Hawaiian<<<<<100<0
White228968112388661223876513
Two or more races208061201678622219755625
Students with Disabilities452484824038601434257
Economically Disadvantaged458544255652443535047
English Learners1463493775246485615639
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268155192274522624795521
Female248459162475512525805520
Male287749232072522822785522
American Indian<<<<<<<<<100<0
Asian40874613539138939864814
Black952434843430666595341
Hispanic12786622660534013645136
Native Hawaiian<<<<
White288456162479552126825718
Two or more races238057201364513623704730
Students with Disabilities6565044105444464474353
Economically Disadvantaged861533984335578595141
English Learners15735827135239486635638
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 Students178265181581671917826618
Female168267181381681916836717
Male188264181682661817816419
American Indian-939377797121-808020
Asian268862122789611123886512
Black354514625653443494651
Hispanic666603445853427635637
Native Hawaiian<100<0<<<<<<<<
White208868121788711220907010
Two or more races128371171780632016836717
Students with Disabilities547425354944515464054
Economically Disadvantaged360564045552454585442
English Learners356534413636643494551
Migrant<<<<<<<<<100<0
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186851321974542623745126
Female186950311772542822765324
Male176851322176552424734827
Asian29865714279164932905810
Black334316634946515403560
Hispanic6453955643365712493751
Native Hawaiian<100<0<<<<<100<0
White217554252482581828825418
Two or more races97566251570563024835917
Students with Disabilities3282572103323677272073
Economically Disadvantaged446425464438566484252
English Learners246445413837629483952
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188061201280682014806620
Female157863221079692113816819
Male218160191481671915796521
Asian29865714259368719796021
Black24542555474253-383862
Hispanic451484935248489554645
White228967111387741316907410
Two or more races15766224209373815816519
Students with Disabilities1042325834137594403660
Economically Disadvantaged453494735047503514849
English Learners5453955-191981-323268
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169074101688721218856715
Female15917691588731218876813
Male178972111788711218846616
American Indian<100<0<100<0<100<0
Asian30956552881531930895911
Black67367273646236-525248
Hispanic576712447470266676133
Native Hawaiian<100<0
White189375719947662394716
Two or more races13988421880612014857115
Students with Disabilities557534366660343474553
Economically Disadvantaged572672816463363585542
English Learners2646236-4343572545246
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208868122084641619897011
Female178972111885671518877013
Male25876313228362172191709
Asian309162946954952293717
Black368643215756437635637
Hispanic876692467064304858015
White2391689218867122192718
Two or more races138875132484591622846316
Students with Disabilities1065553575347479716329
Economically Disadvantaged3676433106656344777323
English Learners-59594155347475645936
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1086751468277187847716
Female784771638279186847916
Male1487741388375178847616
American Indian<100<0<100<0<100<0
Asian11716029118474166898311
Black-63633816059403565344
Hispanic580752016160391706930
Native Hawaiian<100<0<100<0
White1492798792858991829
Two or more races687811310786922-808020
Students with Disabilities2656335-5757432545246
Economically Disadvantaged270673016059401656435
English Learners-575743-383863-565644
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 Students318554152686601423846116
Female298455162384611621846316
Male338653142987591324846016
American Indian6888212116150397716429
Asian439148939935373894576
Black760534056358374555145
Hispanic156954311167573312705830
Native Hawaiian<<<<<<<<<100<0
White36905410309161926906410
Two or more races288557152285631521826118
Students with Disabilities851444995647446524548
Economically Disadvantaged963543776356378625538
English Learners1161503955651449635437
Migrant<<<<<<<<<<<<
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138775131686701412847116
Female88577151383711710827218
Male178973112088681215867114
Asian138371173488541215897411
Black27169293666334-515149
Hispanic478742276255384787522
Native Hawaiian<<<<<<<<
White1591769199172915907510
Two or more races881731979386714746026
Students with Disabilities466623446460364575343
Economically Disadvantaged176752425958412615939
English Learners-55554524038602605840
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students44833917
Female41814119
Male47853815
American Indian<100<0
Asian6492288
Black7575043
Hispanic23694631
White51883812
Two or more races43813819
Students with Disabilities5393461
Economically Disadvantaged13614839
English Learners19654635
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208867122290681016846816
Female19886912229169914836917
Male218766132390681017856815
American Indian<<<<<<<<<<<<
Asian409151942945263598632
Black252504816766331494851
Hispanic6807420107162294585442
Native Hawaiian<100<0<100<0
White239471625957051891749
Two or more races21846316128573151991729
Students with Disabilities963543776457363545146
Economically Disadvantaged266643456763336595341
English Learners6666034-5858428645636
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219069101585701515857015
Female148672141182721814857115
Male29946562088681216856915
American Indian<100<0<<<<<<<<
Asian3210068014927883096654
Black7665934-4646542504850
Hispanic11786822682761812705830
Native Hawaiian<100<0
White249369718927481691759
Two or more races13938071979602110867614
Students with Disabilities11817019106352375565244
Economically Disadvantaged572682836360374615839
English Learners776692437068303747126
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10837417786791415816719
Female7817419484801613796621
Male12857315987781316836817
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black2716829-707030-616139
Hispanic-676733-7474266696331
White13877413109181919866714
Two or more races793877-93937793877
Students with Disabilities2545146-5959412424058
Economically Disadvantaged1666534-6767333625838
English Learners-535347-656535-454555
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students39824318
Female36804420
Male43844116
American Indian<<<<
Asian6292318
Black6534647
Hispanic19553645
Native Hawaiian<100<0
White46894311
Two or more races38895111
Students with Disabilities5403460
Economically Disadvantaged11534147
English Learners5393461
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students438946114789421134865114
Female458944114789421133885512
Male418847124689431136844816
American Indian<100<0<<<<
Asian539138967932674893458
Black1368553277164295605540
Hispanic177053301971522920795821
White5194436549440640905110
Two or more races328553156290291031804820
Students with Disabilities12524048105344472504750
Economically Disadvantaged147056301569543110645436
English Learners126048401257454310696031
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students367740233481461936834717
Female367741233078482236834717
Male377639243883451735824718
Asian519242848985025996374
Black84537551060504010625138
Hispanic195839421455404520654535
Native Hawaiian<100<0<<<<<100<0
White438341174187461341884712
Two or more races357742231975562531815019
Students with Disabilities735286573629645373363
Economically Disadvantaged13513949854464613635037
English Learners14544046754484619624338
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: 89.5 State: 91.04Division: 88.02 State: 91.28Division: 87.84 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-kindergarten276284316
Kindergarten1,0711,089981
Grade 11,0831,0631,097
Grade 29351,0811,075
Grade 31,0219371,065
Grade 41,0071,036941
Grade 59561,0021,016
Grade 69869741,008
Grade 7967999968
Grade 81,020994994
Grade 91,0951,1701,130
Grade 101,0631,0521,116
Grade 119531,0091,019
Grade 129879901,041
Post Graduate010
Total Students13,42013,68113,767
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 Students134201368113767
Female662467146737
Male679669677030
American Indian393029
Asian643668648
Black153815061560
Hispanic135614581612
Native Hawaiian7911
White913792599142
Two or more races700751765
Students with Disabilities136114011466
Not Students with Disabilities120591228012301
Economically Disadvantaged377938843961
Not Economically Disadvantaged964197979806
English Learners111611891156
Not English Learners123041249212611
Migrant337
Homeless128109107
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 StudentsDivision7032543563016
State4917334246347093350192269
FemaleDivision369113113145
State268261510112433531834822
MaleDivision3341412431611
State2234719145222758031851447
American IndianDivision<<<<<<
State110111115287
AsianDivision3640010
State44281224891612962
BlackDivision48567035
State79001054014302301415981
HispanicDivision41293281
State44244514381851538310
Native HawaiianDivision<<<<<<
State71410193
WhiteDivision550151244139
State300171650514315601740817
Two or more racesDivision28111031
State222313111283616089
Students with DisabilitiesDivision244535021
State946531134691091067120
Economically DisadvantagedDivision6396142137
State921814811194032621251240
English LearnersDivision21810100
State448207029417117888
HomelessDivision282051
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 Students10449929599995.7302.9
Female51549395.749796.5142.7
Male52949994.350294.9163
American Indian0<<<<<<
Asian414097.64097.612.4
Black11911193.311193.332.5
Hispanic847386.97589.389.5
Native Hawaiian0<<<<<<
White75172596.573097.2131.7
Two or more races444090.94090.936.8
Students with Disabilities10710497.210598.121.9
Economically Disadvantaged19517388.717589.7136.7
English Learners312167.72167.71032.3
Homeless181266.71266.7527.8
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 Taken846 / 20.64%757 / 17.93%1,183 / 27.47%
Advanced Placement Course Enrollment1,453 / 35.46%813 / 19.26%1,482 / 34.42%
Dual Enrollment669 / 16.33%132 / 3.13%822 / 19.09%
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 StudentsDivision91771422
State807645806228
FemaleDivision47739617
State410163155223
MaleDivision44031828
State397482651033
American IndianDivision0<100
State25416635
AsianDivision393413
State5269454514
BlackDivision976434
State175771162334
HispanicDivision593737
State7574489435
WhiteDivision68855519
State467663441226
Two or more racesDivision302227
State3210234527
Students with DisabilitiesDivision734045
State5865307548
Economically DisadvantagedDivision1639144
State228881345141
English LearnersDivision473330
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 AssessmentsDivision4-7
 State502439714139
State LicensuresDivision112515
 State90516731790
Industry CertificationDivision12916769
 State6932189541100544
Workplace ReadinessDivision252215107
 State283493366530775
Total Credentials EarnedDivision396407198
 State103599128850137248
Students Earning One or More CredentialsDivision356302178
 State86257104867109089
CTE CompletersDivision353278204
 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 Students11712368181776.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11282425185776.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11402395187978.5%
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
65.465.566.1

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
2012-20138,862.003,072.00647.00
2013-20149,062.003,106.00607.00
2014-20158,706.003,264.00542.00

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 Students12885518156155131154241391451321150914312813312463153157
Female63582477575649620769626473229676965102387766
Male65272718180661921770836738280765968022257691
American Indian29312292103002025322
Asian634870662124268924116631225
Black1439662024148259251814624522221490632427
Hispanic1223542317132962192114235614141533622718
Native Hawaiian00000000910012100
White889035998101892626774928887347968688423029093
Two or more races66128711681211612711368574720812
Students with Disabilities1255843235130175293513708929291449853137
Economically Disadvantaged34772728887366124792823723250866138022317888
English Learners111442188119347141212544787123647136
Homeless23030211324030142217419111219029916
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 Students96.4596.3796.37
Female96.4596.3796.38
Male96.4596.3696.36
American Indian94.9295.2894.2
Asian97.6397.4497.65
Black96.3896.6796.46
Hispanic95.9296.2796.31
Native Hawaiian95.3895.6296.64
White96.4996.2796.28
Two or more races96.0896.2596.34
Students with Disabilities95.4895.795.42
Economically Disadvantaged95.2295.5495.56
English Learners96.3596.6996.71
Migrant97.1396.194.49
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

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses123
Technology Offenses<
Offenses Against Student53
Offenses Against Staff<
Weapons Offenses25
Property Offenses17
All Other Offenses73
Other Offenses Against Persons220
Disorderly or Disruptive Behavior Offenses369
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.291.59.219.33.2111.17
Asian4.7911.474.883.164.7071.34
Black11.46133.8711.00833.8211.33129.19
Hispanic10.1041110.6576.711.70915.6
Native Hawaiian.052.066.08
White68.08548.6867.67850.8266.40547.65
Two or more races5.2164.45.4898.175.5575.03
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.291.219.211
Asian4.7914.8834.707
Black11.4612011.00811.33140
Hispanic10.1042010.65711.70940
Native Hawaiian.052.066.08
White68.0854067.67810066.40520
Two or more races5.216205.4895.557
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.291.219.211
Asian4.7914.8834.707
Black11.46111.00811.331
Hispanic10.10410.65711.709
Native Hawaiian.052.066.08
White68.08567.67866.405
Two or more races5.2165.4895.557
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 Students27.9828.5628.56
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 Students38.0437.7440.38
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 Students78.7178.0877.53
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

2014-2015 Grades K-7 Student Teacher Ratio: 11.5 : 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: 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional2%3%
Provisional Special Education1%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 Schools2%1%2%
High Poverty-1%-
Low Poverty1%1%1%
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
2013-201436%62%1%1%
2014-201535%62%1%2%
2015-201637%60%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Albemarle County Public Schools to top