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General school information

Division: Alexandria City Public Schools
Address: 1340 Braddock Place Alexandria, VA 22314
Superintendent: Dr. Gregory C Hutchings Jr.
Region: 4
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 Schools16
Accredited12
Accreditation Denied1
Partially Accredited: Warned School-Pass Rate1
Partially Accredited: Reconstituted School2

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 StudentsDivision767274
 Virginia858687
FemaleDivision817683
 Virginia898990
MaleDivision726966
 Virginia828384
American IndianDivision100<<
 Virginia848481
AsianDivision749194
 Virginia909293
BlackDivision787375
 Virginia797981
HispanicDivision665962
 Virginia767675
Native HawaiianDivision100<100
 Virginia899292
WhiteDivision868689
 Virginia899091
Two or more racesDivision9490<
 Virginia888989
Students with DisabilitiesDivision433632
 Virginia535354
Economically DisadvantagedDivision736669
 Virginia757578
English LearnersDivision5957<
 Virginia676762
Gap Group 2Division787375
 Virginia797981
Gap Group 3Division665962
 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 Students207151291973542719715229
Female227553252277562322765324
Male176750331769533117665034
American Indian197052301786691419816219
Asian228260182786591425775223
Black106554351067573312665434
Hispanic105747431161503911584742
Native Hawaiian187153292575502525815619
White419151937925583791539
Two or more races298657142788611230865614
Students with Disabilities133724631442285816392361
Economically Disadvantaged95950411063523711604940
English Learners105141491357444312574543
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297546252375522522704830
Female307747232577522324724828
Male277246282173522721694831
American Indian<<<<<<<<<<<<
Asian428745132485621525714629
Black186850321166553412604840
Hispanic246340372365433520624338
Native Hawaiian<100<0<<<<<100<0
White41904910349158934885412
Two or more races37854815309464633885512
Students with Disabilities295627443064343623431957
Economically Disadvantaged206544351865473517614439
English Learners246844332267453319654635
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students216847322272512826724628
Female237047302375522529774723
Male186648342070493022674533
American Indian<<<<<<<<<<<<
Asian23795621429250834713629
Black116049401666513415644936
Hispanic10524248955474517614439
Native Hawaiian<<<<<100<0<<<<
White419251838925484491479
Two or more races31885812237755234191509
Students with Disabilities133925611548325223532947
Economically Disadvantaged105545451159474115614639
English Learners104939511059494119624238
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267448262575502529774823
Female327947212878512232814919
Male216949312272502827734727
American Indian<<<<<<<<<100<0
Asian34905610318756133692568
Black166751331672562822745226
Hispanic116150391461483916644836
Native Hawaiian<<<<<<<<<100<0
White529241847924585093437
Two or more races27865914339359748833517
Students with Disabilities103928611543285721513049
Economically Disadvantaged136249381366533417664934
English Learners95445461156454416675133
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166549352368453216675133
Female187052302976472419715229
Male145945411962433813635037
Asian21674533359359715826718
Black75749431458444210635337
Hispanic5514649145541454504650
White40905010449147937895111
Two or more races218261182782551819816219
Students with Disabilities10251575825177512301970
Economically Disadvantaged6514649135542457554845
English Learners1333267184325574484452
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247148291475612516735727
Female277649241781631921806020
Male216847321069593111665534
American Indian<100<0<<<<
Asian248864122177562322876513
Black13645236465613510645436
Hispanic1059494156964317625538
White569438634946063092628
Two or more races378953112986571426785222
Students with Disabilities10312169733266712322068
Economically Disadvantaged960524046561356615539
English Learners339356165044503545146
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116453361568533215695431
Female156955311773562719755625
Male85951411365523511625138
Asian77871222985561530683932
Black457534366155397615539
Hispanic449455195547454575343
White3090591034935973793567
Two or more races267953212189681127855815
Students with Disabilities92516751130197010271773
Economically Disadvantaged351484975750435575243
English Learners1272673104535553474453
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students678722277972215686332
Female782751898374176746726
Male474692657469264635937
American Indian<100<0<100<0<100<0
Asian48783131285731510736327
Black278762238077202737227
Hispanic268663216766331484752
Native Hawaiian<100<0<100<0<100<0
White1589741119927381691749
Two or more races<100<02495715595905
Students with Disabilities644385674840524272273
Economically Disadvantaged269663127069302565444
English Learners-545446-505050-313169
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 Students187052301869513121684732
Female247653242276542427744726
Male136551351463493715634837
American Indian<<<<<<<<<100<0
Asian278154192088691226815519
Black126755331066563412655335
Hispanic757504385546458534647
Native Hawaiian<<<<<100<0<100<0
White429149944924885191409
Two or more races238562154488441244864214
Students with Disabilities539346163529653292671
Economically Disadvantaged859514175951418554745
English Learners340376013837622383662
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students206544352065453520654535
Female277346272470463027714429
Male145743431760434012584642
Asian24765224199474624745026
Black14584442857494310554545
Hispanic6474153114939517524548
White449248848914294791449
Two or more races327947213284531632845216
Students with Disabilities525217542521752262474
Economically Disadvantaged951414985345477504350
English Learners327237313028702343266
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659241674572622714929
Female217959212181601927764924
Male137259281267553317664934
American Indian<<<<<100<0<100<0
Asian298556152085651528875913
Black97465261174632614735927
Hispanic765583565953418554745
Native Hawaiian<100<0<100<0<100<0
White4089491138935575691359
Two or more races<100<0559136961892811
Students with Disabilities454504684638544322868
Economically Disadvantaged767603376457369595041
English Learners2484652-4343582413859
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 Students136956311268553212665334
Female137259281371582913695731
Male126654341265533512625038
American Indian15816519768613216806420
Asian188264181882631819796021
Black862543886153398605240
Hispanic657524355550455524748
Native Hawaiian87567251471572918765924
White268963112689631126886112
Two or more races198262181885671517806320
Students with Disabilities83527651034256610322268
Economically Disadvantaged658524265751436554945
English Learners555504565548457544746
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186850321669533116675133
Female176649341970523015675233
Male186951311467533316675033
American Indian<<<<<<<<<<<<
Asian188063203176452427694231
Black14584542964543611625138
Hispanic854464675447466524648
Native Hawaiian<100<0<<<<<100<0
White318856123089591130875713
Two or more races238158193388551217866914
Students with Disabilities16412659134532559302170
Economically Disadvantaged953444775649448554745
English Learners855484595748439574843
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217655242578532225744926
Female227755232379572126785222
Male207554252877492325714629
American Indian<<<<<100<0<<<<
Asian339057103987471345833817
Black156954312274532619705130
Hispanic116554351668523210615139
Native Hawaiian<<<<<100<0<<<<
White3693577379052104692468
Two or more races338552152386641438885013
Students with Disabilities73932611645295520482852
Economically Disadvantaged116554351668523214655135
English Learners106353371568533216655035
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136754331363503714655135
Female157256281464503615685332
Male116251381261503914624938
American Indian<<<<<<<<<100<0
Asian167863221167563319745626
Black126048401361483911615139
Hispanic1060494085244488574943
Native Hawaiian<<<<<<<<<100<0
White198767132284621629825318
Two or more races228967111282711813695631
Students with Disabilities73529651136256411312069
Economically Disadvantaged1159494195546459584942
English Learners755484554742539584942
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137663241177662310756425
Female138067201280682010756525
Male137158291074642611746326
American Indian<100<0<<<<<<<<
Asian2778512210958551691759
Black668623276862328716329
Hispanic566623436764334625838
Native Hawaiian<100<0<100<0<100<0
White279467627946762091719
Two or more races974652679386717796321
Students with Disabilities10392961835276512392761
Economically Disadvantaged565603546763336656035
English Learners155544546056406635737
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146248381064533611645336
Female166752331168583212705830
Male125846421059494110584842
American Indian<<<<<100<0
Asian20806020247450262838117
Black752454865751437564944
Hispanic647415345147492454255
White32926082286651428886012
Two or more races208565151370573011897811
Students with Disabilities102616741029197112271473
Economically Disadvantaged547435355146494514849
English Learners334316633633643504750
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students173923611226147414311769
Female155237481525107514523848
Male18321468112615741422878
Asian<<<<<100<0<<<<
Black1241295962519756282272
Hispanic529247171378712271573
White5057743<<<<<<<<
Students with Disabilities192787316194811720380
Economically Disadvantaged14342066720138014311769
English Learners-1313888134884151185
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students467633326360372646236
Female472682836966313706730
Male362593825755432595741
Asian688821278882126817519
Black166643416362371616039
Hispanic-54544614847521535347
Native Hawaiian<<<<<<<<
White1387741378982117908210
Two or more races3797621-85851513705730
Students with Disabilities1323268-272773-292971
Economically Disadvantaged159584115554451565544
English Learners1575743-494951-515149
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students765593586052406494451
Female765583596455367554745
Male766593485648444444056
Asian37773231277652310766624
Black454504624139593434057
Hispanic259574125250482312969
Native Hawaiian<<<<<<<<<<<<
White178770132388651215836817
Two or more races17836717138875134676333
Students with Disabilities22826722201880-191981
Economically Disadvantaged355524534946513353265
English Learners150495045652441272573
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167357271675592514705630
Female167761231675592514746126
Male156853321575602515655035
American Indian<100<0
Asian268458161389761117765924
Black866583476761335625738
Hispanic762553856458364555045
Native Hawaiian<<<<<100<0<100<0
White28906110339158931875713
Two or more races408040203779422112827118
Students with Disabilities-44445645248486423658
Economically Disadvantaged763563776760337585142
English Learners761553975851424464154
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 Students106858321269573113685532
Female117160291371592913705730
Male106555351268553213665334
American Indian<<<<20806020<100<0
Asian128674151280692017745626
Black563583766660346666134
Hispanic354524645551454524848
Native Hawaiian780732019816319<100<0
White29906110319160934905610
Two or more races18917292987581322856415
Students with Disabilities535306564034615363164
Economically Disadvantaged356534445854425555045
English Learners143425724543554464254
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167054302168473220694831
Female177255282268463220694831
Male156954312067483320694831
American Indian<<<<<<<<<100<0
Asian148269181376632426684232
Black96052401266533414685432
Hispanic457534375043509514349
Native Hawaiian<<<<<<<<<100<0
White38925484589431138885012
Two or more races14917794881331930835217
Students with Disabilities641355973528659423358
Economically Disadvantaged657514385547459554645
English Learners347445354339579554645
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14685432116756339655635
Female15695531106656349675833
Male14675333126755338625438
Asian58883121888711220664534
Black566603435956414585442
Hispanic350475035350472525048
White4291499319362722896711
Two or more races168468164289471112816919
Students with Disabilities834266673932616342866
Economically Disadvantaged455514535452463514849
English Learners-3535651333367-343466
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students76356371170603011645336
Female86860321273612711705930
Male6585242967583311594841
Asian1783651767973217787122
Black264623667266282666434
Hispanic146445455550454474453
Native Hawaiian<100<0<<<<
White2085661529926384092528
Two or more races2696704888801221866414
Students with Disabilities1242376-4040601232277
Economically Disadvantaged149485146056403525048
English Learners1373663-464654-393961
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students77871221282701827876013
Female78174191185741525886312
Male77466261379662128865814
American Indian<100<0
Asian9918291885681533875313
Black570653037067309807220
Hispanic3757225781741914786422
Native Hawaiian<<<<<100<0<100<0
White1690741021937274697513
Two or more races2392698258560153392588
Students with Disabilities7605340<<<<13534047
Economically Disadvantaged3726928475712515786422
English Learners368653227573257716429
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students265643536663342636137
Female165643527068301626138
Male265633536259383646136
American Indian<100<0
Asian109080104726828-747426
Black-56564416363371656535
Hispanic160604015553451545346
Native Hawaiian<100<0<100<0
White6928689928388847616
Two or more races<<<<<100<01592778
Students with Disabilities-37376324240581414059
Economically Disadvantaged157574315756431565544
English Learners15049501444456-414159
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 Students197757232177562323765324
Female197758232077572323795621
Male207656242276542423735027
American Indian4010060040100600<<<<
Asian29916292788611228875913
Black137260281571572915735827
Hispanic10665634967583311645336
Native Hawaiian228361173169383121866414
White399354743945164994456
Two or more races33905610319362737905310
Students with Disabilities748415264640549473853
Economically Disadvantaged116757331168573212675533
English Learners963533785951419615239
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students77467261070603018735527
Female6746826972622819765724
Male97465261069583117695331
Asian159076101884671620805920
Black367643366458369726328
Hispanic365623636158399595041
Native Hawaiian<<<<<<<<<100<0
White1891739228966114592478
Two or more races<<<<249571535885312
Students with Disabilities442375834239581333267
Economically Disadvantaged462583846158398635537
English Learners252504814139594474353
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962211677612315725828
Female208263181778612213776323
Male157661241676612416695331
Asian3298662268762132598732
Black10766624147460267726528
Hispanic769623166963317595241
Native Hawaiian<100<0<<<<<100<0
White439653437945764196554
Two or more races3392588279568524825918
Students with Disabilities-4242583454255-363664
Economically Disadvantaged871622997061307645736
English Learners869613146460362605740
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students86860321070603019755625
Female8706230970613019775823
Male96658341170593019735427
American Indian<100<0
Asian24835917128371173096664
Black5656035563593711726128
Hispanic457544355954419625338
Native Hawaiian<<<<<100<0<<<<
White19896911259065104194526
Two or more races2085651519957652994656
Students with Disabilities1333267-3333676423658
Economically Disadvantaged4605640558534210655535
English Learners454514634643542545246
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247854222783561725795521
Female258055202484601625835817
Male237652243082531825755125
Asian31906010459752322815819
Black187861221881631919745526
Hispanic136249381473592711736227
Native Hawaiian<<<<
White459550554984424994456
Two or more races4295535509444635855015
Students with Disabilities135346544743536443756
Economically Disadvantaged136754331576622412705830
English Learners648425266357384585442
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358247183882441837804420
Female348046203581461939834417
Male368448164182411835784322
American Indian<100<0<100<0<<<<
Asian4294536509444639804120
Black267449263174442625754925
Hispanic227654241769533121704930
Native Hawaiian<100<0<100<0<<<<
White569338760963646195345
Two or more races46884212398748134897483
Students with Disabilities156752331751344919604240
Economically Disadvantaged227452262170493021715029
English Learners197556252073522725755025
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: 88.14 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-kindergarten409588593
Kindergarten1,4781,4591,475
Grade 11,4061,4561,416
Grade 21,3681,3501,412
Grade 31,3841,3131,310
Grade 41,2041,3441,272
Grade 51,1091,2001,296
Grade 69681,0231,128
Grade 79639431,004
Grade 8932953922
Grade 99841,0831,218
Grade 101,0761,0291,001
Grade 11823890891
Grade 12753787864
Total Students14,85715,41815,802
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students148571541815802
Female718873987593
Male766980208209
American Indian403234
Asian692712803
Black446945164349
Hispanic524055445790
Native Hawaiian323226
White403541934372
Two or more races349389428
Students with Disabilities169917361745
Not Students with Disabilities131581368214057
Economically Disadvantaged839987929818
Not Economically Disadvantaged645866265984
English Learners512861706431
Not English Learners972992489371
Homeless674978
Military Connected5154313
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 StudentsDivision308384341610527
State4978334420271095854971970
FemaleDivision190162106338
State27214151999363331873682
MaleDivision11822224107219
State2256919221177462536241288
American IndianDivision<<<<0<
State123127114274
AsianDivision26210230
State45731128821711553
BlackDivision881611862012
State79241059810702211500849
HispanicDivision721561147312
State47504926292891961258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision105395253
State299871610511585831716709
Two or more racesDivision1550240
State23641473934417494
Students with DisabilitiesDivision34734170
State1022603527101341172104
Economically DisadvantagedDivision14528323118122
State959515820159443026401137
English LearnersDivision47139102598
State1518329526534162581
HomelessDivision<<<<<<
State203616882523657
Foster CareDivision<<<<0<
State4413725104724
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 Students87472683.174284.910512
Female40936288.536890338.1
Male46536478.337480.47215.5
American Indian0<100<10000
Asian524790.44994.235.8
Black30526787.527389.5206.6
Hispanic32823972.924374.17322.3
Native Hawaiian0<100<10000
White15914993.71519553.1
Two or more races262076.92284.6415.4
Students with Disabilities938490.38591.477.5
Economically Disadvantaged56545179.846281.88114.3
English Learners2651967419874.75922.3
Homeless0<<<<<<
Foster Care0<<<<00
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 Taken886 / 25.29%526 / 14.49%905 / 23.92%
Advanced Placement Course Enrollment886 / 25.29%526 / 14.49%905 / 23.92%
Dual Enrollment341 / 9.73%375 / 10.33%381 / 10.07%
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 StudentsDivision62048322
State800275758028
FemaleDivision33328016
State404623112723
MaleDivision28720329
State395652645333
American IndianDivision0<100
State25416535
AsianDivision433519
State5267459213
BlackDivision21816922
State171681128234
HispanicDivision17611435
State8078522135
Native HawaiianDivision0<100
State1147336
WhiteDivision16514810
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision321650
State5663303146
Economically DisadvantagedDivision34925228
State224071294742
English LearnersDivision15711030
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision412025
 State397141393623
State LicensuresDivision21519
 State167317901964
Industry CertificationDivision646566792
 State89541100544109590
Workplace ReadinessDivision316367111
 State336653077542313
Total Credentials EarnedDivision1005968947
 State128850137248157490
Students Earning One or More CredentialsDivision858611828
 State104867109089126113
CTE CompletersDivision277262334
 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 Students9291970121361.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students9011965108155%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students780169997357.3%
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
62.863.164.5

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
2013-201414,292.002,623.00930.00
2014-201513,897.002,642.00907.00
2015-201613,483.002,721.00888.00

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 Students13529741256373134238663334631375093837058314239919379701
Female6573375111169655239514819866954711692486858460172315
Male6956366145204687147118526570554672013357381459207386
American Indian69521374103810334100
Asian64329161763645915665411819701402421
Black4200276103134411624112016641312911001854104278104188
Hispanic451226886152460537515220747703921913095007409180419
Native Hawaiian43110353013111025200
White37541434464366718146693788198516239941726464
Two or more races3081945327175532714953741779
Students with Disabilities1498100458014511344572142712161111147612054106
Economically Disadvantaged7203507182260767159925135478606652884378736687296589
English Learners481324766128502033412616651423681502426211399177368
Homeless15322101513319102411722113090171619
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.1195.1394.61
Female95.1895.1694.56
Male95.0495.0994.65
American Indian95.5994.7696.2
Asian95.2295.6795.06
Black95.3695.4295.31
Hispanic94.4594.2993.24
Native Hawaiian95.4595.4895.82
White95.6395.7895.58
Two or more races95.4595.5995.24
Students with Disabilities94.294.2493.96
Economically Disadvantaged94.794.6693.99
English Learners95.2495.194.38
Foster Care91.18
Military Connected95.2995.92
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 Offenses50
Technology Offenses14
Offenses Against Student77
Offenses Against Staff16
Weapons Offenses21
Property Offenses15
All Other Offenses52
Other Offenses Against Persons243
Disorderly or Disruptive Behavior Offenses301
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 Indian0.4850.2720.209
Asian4.3472.094.6981.924.6531.63
Black31.16959.6830.34258.1929.51451.27
Hispanic34.97531.5235.57628.8136.23336.59
Native Hawaiian0.2530.120.2170.209
White27.4555.7927.3959.627.4037.43
Two or more races2.3210.812.3691.472.5423.08
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 Indian0.4850.2720.209
Asian4.3474.6984.653
Black31.16910030.34210029.51442.86
Hispanic34.97535.57636.23328.57
Native Hawaiian0.2530.2170.209
White27.45527.39527.40328.57
Two or more races2.3212.3692.542
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 Indian0.4850.2720.209
Asian4.3474.6984.653
Black31.16930.34229.514
Hispanic34.97535.57636.233
Native Hawaiian0.2530.2170.209
White27.45527.39527.403
Two or more races2.3212.3692.542
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 Students60.3458.9459.45
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students4041.8647.79
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 Students83.0984.3981.8
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: 14.51 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 8.44 : 1

student 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
Provisional7%6%
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%1%1%
High Poverty100%1%1%
Low Poverty---
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
2014-201521%77%1%1%
2015-201622%75%1%2%
2016-201722%74%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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