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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 Schools25
Fully Accredited24
Partially Accredited: Warned School-Pass Rate1

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 StudentsDivision929091
 Virginia858687
FemaleDivision969294
 Virginia898990
MaleDivision898989
 Virginia828384
American IndianDivision100<
 Virginia848481
AsianDivision959097
 Virginia909293
BlackDivision817987
 Virginia797981
HispanicDivision828581
 Virginia767675
WhiteDivision959393
 Virginia899091
Two or more racesDivision869089
 Virginia888989
Students with DisabilitiesDivision666362
 Virginia535354
Economically DisadvantagedDivision817878
 Virginia757578
English LearnersDivision8079100
 Virginia676762
Gap Group 2Division817987
 Virginia797981
Gap Group 3Division828581
 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 Students218059202280582023805720
Female248359172482581827835717
Male187759231977582320775723
American Indian-505050125341476716529
Asian29916293189581134905610
Black553484755450466575143
Hispanic116048401159484110584842
Native Hawaiian<<<<<<<<<<<<
White248662142687611328875913
Two or more races208060202078592219806120
Students with Disabilities9403060942335810413259
Economically Disadvantaged754474675346478564844
English Learners650445075245488534547
Migrant<100<0<100<0<100<0
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237350272076562422714929
Female277649242279572125775223
Male207151291974552619664734
American Indian<<<<<<<<<100<0
Asian1888711234946063091629
Black543385745551459463754
Hispanic145339472159384113503850
White278154192383601726795321
Two or more races296940311270583023684532
Students with Disabilities154226581036266418382062
Economically Disadvantaged10493851105243488423458
English Learners105545451962433810423258
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227654242377542327795221
Female298152192579542128815319
Male167256282175542526775123
American Indian<<<<<<<<<<<<
Asian3189571122947263393607
Black641355945449464595641
Hispanic11584742952434811534347
White268357172984551634865314
Two or more races217857222174532617745726
Students with Disabilities103324671440256011382762
Economically Disadvantaged752454885043507564944
English Learners956474465246488574943
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297647243179472131825118
Female327947213583481734845016
Male277447262874472628795121
American Indian<<<<<<<<<<<<
Asian44914794690441031855415
Black1050395055045506615439
Hispanic14493551135542458595041
Native Hawaiian<<<<<100<0<<<<
White358449163786491440894911
Two or more races157863223280482024886312
Students with Disabilities93626641231196920442556
Economically Disadvantaged114837521053434710615139
English Learners1047375395545459595041
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207858222576512427775123
Female228260182777502334834917
Male187456262375522520725228
Asian30986923688521237854815
Black5555045114636549443656
Hispanic10584942853454710595041
Native Hawaiian<100<0<<<<<100<0
White238360173085551532855415
Two or more races208363171772562830784822
Students with Disabilities832246893526654252175
Economically Disadvantaged652474854237589534447
English Learners1413959348455210584842
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228159192284621622826118
Female268559152786591427845716
Male187860221681651917816419
American Indian<100<0<100<0<<<<
Asian3389571135935873391589
Black351494936461369635437
Hispanic12685632106656349635437
White268761132589631127896211
Two or more races16766024258661149827418
Students with Disabilities735286564741536423658
Economically Disadvantaged554494676458369595041
English Learners-494951147455310605040
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158166191976562422785622
Female198465162179582126825618
Male117867221773552717745626
American Indian<<<<<100<0
Asian278962113176442446894411
Black352494823836622545246
Hispanic76255381258464212544246
White178770132284621625856015
Two or more races178568151965463521836217
Students with Disabilities538336243228687433657
Economically Disadvantaged655494554540558504250
English Learners-363664-4141593343266
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1591769119079101292808
Female159377715937871393807
Male1590751088779131091819
American Indian<100<0<100<0<100<0
Asian15897411129078102195745
Black274722637067302787622
Hispanic1078682247773232706830
Native Hawaiian<<<<<100<0<100<0
White189678414958151496824
Two or more races20917099968841094846
Students with Disabilities1367543376659342615839
Economically Disadvantaged272692826967314767224
English Learners-545446-474753-525248
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 Students358247183482481835834717
Female408545154188471242894611
Male307949212676502428764824
American Indian<<<<<<<<<100<0
Asian4989391148914295193427
Black1055454545449466585242
Hispanic146652341465513513614839
White418847124188471242894711
Two or more races298354172484601630825118
Students with Disabilities1045355584739538443656
Economically Disadvantaged10554545754464610594941
English Learners142415853934614423858
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students327847223477432329784922
Female378245184284421638864814
Male267448262671452920694931
American Indian<<<<<100<0
Asian49873813519038105096464
Black749425144339575504650
Hispanic115847422060414013604640
White378448163983441734845016
Two or more races348854122175542532754325
Students with Disabilities937286363226688352765
Economically Disadvantaged11503950749425111554445
English Learners-29297173933615413659
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398647143487531340874613
Female4388451240915194691449
Male348450162782551835824818
American Indian<100<0<<<<<100<0
Asian50904010469146953893611
Black1462483856459367655835
Hispanic18765824969593113624938
White449146942925084892448
Two or more races24805520269266829886012
Students with Disabilities12564444106353378554845
Economically Disadvantaged961523985951418635437
English Learners254514644035603423958
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 Students197759232078582220775723
Female197959211980602020795821
Male187658242077572320755525
American Indian5595541134431566443956
Asian3791559349157937905410
Black352494845349475514649
Hispanic762553886254388625438
Native Hawaiian<<<<<<<<<100<0
White228361172485611524845916
Two or more races167559251875572519755625
Students with Disabilities841335994233589433457
Economically Disadvantaged655484565752437565044
English Learners757504376054407605340
Migrant<<<<<100<0<<<<
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177154292172512820705030
Female156751332073532718705230
Male197456262372492822704930
American Indian<<<<<<<<<<<<
Asian18846616389557523815819
Black241395974942518413459
Hispanic5504550343405710483852
White217856222680542023795621
Two or more races167155291868503228734527
Students with Disabilities19361864932246816382262
Economically Disadvantaged645395554540556413559
English Learners754474674842525413659
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288153192882541830784722
Female268256182480562025775223
Male298051203283521736794321
American Indian<<<<<<<<<<<<
Asian539542532925984992438
Black252504865549458544646
Hispanic12645236126957317544746
White328755133488541238854715
Two or more races277851222674492618786022
Students with Disabilities13433057154833529463654
Economically Disadvantaged858514296151399564744
English Learners126653341267553311594841
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247450262776492431784722
Female247450262778512231794821
Male257550252875472532784622
American Indian<<<<<<<<<<<<
Asian48934675188371249904110
Black545415564438565514549
Hispanic104939511359464111574643
Native Hawaiian<<<<<100<0<100<0
White288254183284521639854615
Two or more races227250282580552016826518
Students with Disabilities103122691433196718412459
Economically Disadvantaged1145345565347479554645
English Learners64539551358464211564444
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138169191476622415816619
Female148571151178662217846716
Male117766231675592512786622
Asian2696704169074103094646
Black469653165852429696031
Hispanic568633256662348736527
Native Hawaiian<100<0<<<<<100<0
White168569151883651716846916
Two or more races7847716770633020765624
Students with Disabilities7474053114230585423658
Economically Disadvantaged667623365651445706530
English Learners661563946763339776823
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207353271980612020745426
Female227755232183631721755425
Male176952311776602420735327
American Indian<100<0<100<0<<<<
Asian2890621026946963091629
Black342395845955415494451
Hispanic756484486153394605640
White237956212385621525805520
Two or more races186446361481671920684832
Students with Disabilities7322568640346010342466
Economically Disadvantaged745385576255387504350
English Learners750435045349475585342
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students461563935955414676333
Female458534236562355736927
Male563583735350473615839
American Indian<<<<<100<0
Asian<<<<15695431<<<<
Black452484814342572565444
Hispanic-474753-4242583706830
White665593547066305716529
Two or more races-77772344642544615739
Students with Disabilities732256873730637494251
Economically Disadvantaged353504725351473615739
English Learners-404060-5151491666534
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128775131286741412816919
Female14917791390771014857115
Male118473161183721710786822
American Indian<100<0
Asian3193627299667430906110
Black-737327-6565352545246
Hispanic784771677769233727028
Native Hawaiian<100<0<100<0
White149076101390771014877313
Two or more races12867514169276811796721
Students with Disabilities156554425150491474653
Economically Disadvantaged470663047370273636037
English Learners277742327774233726928
Migrant<<<<<100<0<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198162191979602117806320
Female208262182080602021826118
Male187962211879612114786422
American Indian<<<<<<<<<<<<
Asian31905910378750133893557
Black2464354-414159-434357
Hispanic361583986960318655735
White238866122387651320876813
Two or more races167862221975562522826018
Students with Disabilities240386014342571474653
Economically Disadvantaged556524435350477575043
English Learners752464856156396564944
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227452262479552122775523
Female247551252580552022795721
Male207252282278552221745326
American Indian<<<<<100<0<<<<
Asian53913893986481448884012
Black434306665953411373663
Hispanic66053401364513616664934
White247955212682571823835917
Two or more races136451362370473024724828
Students with Disabilities1054444644743535484353
Economically Disadvantaged843355785951418564844
English Learners1352394866356387595141
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 Students158167191782661816826618
Female138168191683671716826718
Male168266181781641917816519
American Indian7797121-808020<<<<
Asian27896111238865122492688
Black256534434946513545146
Hispanic458534276356375585342
Native Hawaiian<<<<<<<<<<<<
White178871122090701020897011
Two or more races178063201683671715857015
Students with Disabilities549445154640546494351
Economically Disadvantaged455524545854424585442
English Learners136366434945512504850
Migrant<<<<<100<0<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197454262374512621765524
Female177254282276532421755425
Male217655242473482722785622
American Indian<<<<<<<<<<<<
Asian27916493290581029885912
Black349465154035607514449
Hispanic6433657124937516504450
Native Hawaiian<<<<<100<0<<<<
White248258182882541827855815
Two or more races157056302483591714826718
Students with Disabilities1033236772720738413359
Economically Disadvantaged644385664842525514649
English Learners138376294839527524548
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128068201480662011806920
Female107969211381681911806920
Male148167191579652111796921
American Indian<<<<<100<0
Asian2593687197960212293717
Black5474253-3838621545346
Hispanic352484895546453565344
White138774131690741013877413
Two or more races2093738158165198837517
Students with Disabilities341375944036604454155
Economically Disadvantaged350475035148493565244
English Learners-191981-323268-424258
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168872121885671517866914
Female158873121887681316887212
Male178871121884661618836617
American Indian<100<0<100<0
Asian28815319308959111595805
Black3646236-5252482585542
Hispanic474702666761336605440
White199476623947162193727
Two or more races188061201485711520886812
Students with Disabilities666603434745534524848
Economically Disadvantaged164633635855424625838
English Learners-4343572545246-454555
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208464161989701120876713
Female188567151887701319876913
Male22836217219170921866514
American Indian<100<0<<<<<<<<
Asian4695495229371739895011
Black157564376356371545346
Hispanic670643048580158716329
Native Hawaiian<<<<<<<<
White2188671221927182192718
Two or more races248459162284631627906310
Students with Disabilities753474797163299675833
Economically Disadvantaged1066563447773237665934
English Learners55347475645936-616139
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6827718784771611817019
Female3827918684791611806920
Male8837517884761611817019
American Indian<100<0<100<0
Asian1184741668983111295835
Black16059403565344-505050
Hispanic161603917069304615739
White79285899182915907510
Two or more races10786922-80802010857515
Students with Disabilities-57574325452463494651
Economically Disadvantaged160594016564352615939
English Learners-383863-565644-565644
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

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 Students268660142384611624856115
Female238461162184631622846216
Male298759132484601626855915
American Indian116150397716429<<<<
Asian399353738945764094546
Black563583745551456575143
Hispanic116757331270583012685632
Native Hawaiian<<<<<100<0<100<0
White30916192690641028906310
Two or more races228563152182611822866414
Students with Disabilities956474465245487544746
Economically Disadvantaged763563786255389655535
English Learners5565144963543710655535
Migrant<<<<<<<<<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168670141284711614847016
Female138371171082721811837317
Male208868121586711417846716
American Indian<100<0<<<<<<<<
Asian34885412158974113194636
Black3666334-5151492514949
Hispanic762553847875226635837
Native Hawaiian<<<<<100<0
White1991729159075101691759
Two or more races793867147460268807220
Students with Disabilities464603645753432524948
Economically Disadvantaged259584126159392626038
English Learners24038602605840-616139
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229068101684681622866414
Female22916991483691720846416
Male239068101785681523886412
American Indian<<<<<<<<
Asian429452635986323995565
Black167663314948513565444
Hispanic10716229458544213715729
White259570518917492492688
Two or more races12857315199172924866214
Students with Disabilities76457363545146-545446
Economically Disadvantaged567633365953417645736
English Learners-58584286456368635537
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158570151585701516836717
Female118272181485711513816819
Male208868121685691519846516
American Indian<<<<<<<<
Asian149278830966543095665
Black-46465425048502504850
Hispanic6827618127058303636037
White1892748169175919897011
Two or more races197960211086761418846716
Students with Disabilities1063523755652445554945
Economically Disadvantaged363603746158396585142
English Learners370683037471267534747
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students78679141581671913806620
Female48480161379662113746126
Male98778131683681713857215
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black-707030-616139-515149
Hispanic-74742666963313666334
White10918191986671416856915
Two or more races-9393779387721846316
Students with Disabilities-59594124240582484552
Economically Disadvantaged-67673336258383585642
English Learners-656535-4545555555045
Migrant<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students478942113486511437885112
Female478942113388551237895211
Male468943113684481637865014
American Indian<<<<<100<0
Asian679326748934585193427
Black7716429560554011685732
Hispanic197152292079582119725328
Native Hawaiian<100<0
White5494406409051104393507
Two or more races629029103180482033905710
Students with Disabilities1053444725047507504350
Economically Disadvantaged156954311064543613695631
English Learners12574543106960313605640
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348146193683471737854815
Female307848223683471736855015
Male388345173582471838854715
American Indian<<<<<<<<<<<<
Asian489850259963745794376
Black106050401062513812604840
Hispanic145540452065453518735527
Native Hawaiian<<<<<100<0<100<0
White418746134188471243904710
Two or more races197556253181501929896011
Students with Disabilities736296453733635534847
Economically Disadvantaged85446461363503714695531
English Learners75448461962433825815619
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: 87.84 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-kindergarten316321276
Kindergarten9819981,007
Grade 11,0979931,023
Grade 21,0751,1201,001
Grade 31,0651,0541,122
Grade 49411,0971,084
Grade 51,0169171,076
Grade 61,0081,018948
Grade 79699941,020
Grade 89969701,011
Grade 91,1321,1131,109
Grade 101,1161,1131,103
Grade 111,0191,0571,067
Grade 121,0411,0531,090
Post Graduate001
Total Students13,77213,81813,938
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

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 Students137721381813938
Female674167346811
Male703170847127
American Indian292818
Asian649690715
Black156015541461
Hispanic161217251787
Native Hawaiian111513
White914690209109
Two or more races765786835
Students with Disabilities146615711660
Not Students with Disabilities123061224712278
Economically Disadvantaged396139584223
Not Economically Disadvantaged981198609715
English Learners115613931386
Not English Learners126161242512552
Migrant747
Homeless107107126
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 StudentsDivision6593022182918
State4978334421271095654981971
FemaleDivision37213694167
State27214152009363331874682
MaleDivision2871661241311
State2256919221177462336241289
American IndianDivision<<<<0<
State123127114274
AsianDivision34131000
State45731128821711553
BlackDivision45702025
State79241059810702191500851
HispanicDivision38390161
State47504926292891962258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision5071591651810
State299871610611585831716708
Two or more racesDivision32182132
State23641473934417494
Students with DisabilitiesDivision2570211120
State1022603527101331172104
Economically DisadvantagedDivision701351041510
State959515820159442826411138
English LearnersDivision8381061
State1518329526534162681
HomelessDivision060140
State203616882523657
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 Students103798294.799495.9292.8
Female5445179552396.1162.9
Male49346594.347195.5132.6
American Indian0<<<<00
Asian48481004810000
Black12411794.412096.821.6
Hispanic857790.67891.867.1
Native Hawaiian0<100<10000
White71568295.468896.2182.5
Two or more races585289.75391.435.2
Students with Disabilities12911689.911790.7129.3
Economically Disadvantaged24421588.122391.4156.1
English Learners554785.54887.3610.9
Homeless11654.5763.6436.4
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 Taken757 / 17.93%1,183 / 27.47%700 / 16.25%
Advanced Placement Course Enrollment813 / 19.26%1,482 / 34.42%1,071 / 24.85%
Dual Enrollment132 / 3.13%822 / 19.09%850 / 19.73%
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 StudentsDivision90872420
State800255758028
FemaleDivision44136318
State404623112723
MaleDivision46736123
State395632645333
AsianDivision44425
State5267459213
BlackDivision836225
State171671128234
HispanicDivision674533
State8077522135
WhiteDivision66853620
State457593374926
Two or more racesDivision463915
State3387249826
Students with DisabilitiesDivision805630
State5663303146
Economically DisadvantagedDivision16710140
State224061294742
English LearnersDivision483429
State5211340435
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 AssessmentsDivision-712
 State397141393623
State LicensuresDivision251517
 State167317901964
Industry CertificationDivision16769520
 State89541100544109590
Workplace ReadinessDivision2151071055
 State336653077542313
Total Credentials EarnedDivision4071981604
 State128850137248157490
Students Earning One or More CredentialsDivision3021781376
 State104867109089126113
CTE CompletersDivision278204280
 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 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
65.566.166.1

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
 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
2013-20149,062.003,106.00607.00
2014-20158,706.003,264.00542.00
2015-20169,064.003,282.00665.00

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 Students13115424139145132115091431281331246315315713297549172148
Female64962076962647322967696510238776664832698775
Male66192177083673828076596802225769168142808573
American Indian29210300202532221441
Asian6621242689241166312256861637
Black1482592518146245222214906324271472682413
Hispanic1329621921142356141415336227181656892520
Native Hawaiian000091001210017110
White892626774928887347968688423029093867832910091
Two or more races681211612711368574720812767421516
Students with Disabilities1301752935137089292914498531371547964736
Economically Disadvantaged366124792823723250866138022317888401330810388
English Learners1193471412125447871236471361469682214
Homeless24030142217419111219029916201341112
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 Students96.3796.3796.13
Female96.3796.3896.1
Male96.3696.3696.15
American Indian95.2894.292.85
Asian97.4497.6597.22
Black96.6796.4696.46
Hispanic96.2796.3195.78
Native Hawaiian95.6296.6495.89
White96.2796.2896.1
Two or more races96.2596.3495.75
Students with Disabilities95.795.4295.23
Economically Disadvantaged95.5495.5695.24
English Learners96.6996.7196.09
Migrant96.194.4993.49
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

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses190
Technology Offenses19
Offenses Against Student105
Offenses Against Staff17
Weapons Offenses29
Property Offenses15
All Other Offenses98
Other Offenses Against Persons227
Disorderly or Disruptive Behavior Offenses455
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 Indian0.2190.330.2111.170.2030.43
Asian4.890.164.7141.345.0040.86
Black11.00833.8211.33129.1911.26928.49
Hispanic10.6576.711.70915.612.50911.08
Native Hawaiian0.0660.080.109
White67.73650.8266.43447.6565.4152.09
Two or more races5.4898.175.5575.035.77.05
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 Indian0.2190.2110.203
Asian4.894.7145.004
Black11.00811.3314011.26950
Hispanic10.65711.7094012.509
Native Hawaiian0.0660.080.109
White67.73610066.4342065.4150
Two or more races5.4895.5575.7
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 Indian0.2190.2110.203
Asian4.894.7145.004
Black11.00811.33111.269
Hispanic10.65711.70912.509
Native Hawaiian0.0660.080.109
White67.73666.43465.41
Two or more races5.4895.5575.7
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 Students28.5628.5628.81
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 Students37.7440.3838.88
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 Students78.0877.5375.73
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

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.32 : 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: 11.63 : 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
 2015-20162016-2017
Provisional3%4%
Provisional Special Education0%1%
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%2%1%
High Poverty--1%
Low Poverty100%1%1%
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
2014-201535%62%2%1%
2015-201636%60%2%2%
2016-201737%59%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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