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

General school information

Division: Alexandria City Public Schools
Address: 1340 Braddock Place Alexandria, VA 22314
Superintendent: Dr. Alvin Crawley
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
Fully Accredited11
Accreditation Denied1
Partially Accredited: Improving School-Pass Rate1
Partially Accredited: Warned School-Pass Rate3

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision777672
 Virginia848586
FemaleDivision808176
 Virginia888989
MaleDivision747269
 Virginia818283
American IndianDivision100100<
 Virginia788484
AsianDivision897491
 Virginia909092
BlackDivision777873
 Virginia777979
HispanicDivision676659
 Virginia767676
Native HawaiianDivision100100<
 Virginia868992
WhiteDivision878686
 Virginia898990
Two or more racesDivision919490
 Virginia898889
Students with DisabilitiesDivision444336
 Virginia525353
Economically DisadvantagedDivision747366
 Virginia747575
English LearnersDivision665957
 Virginia676767
Gap Group 2Division777873
 Virginia777979
Gap Group 3Division676659
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146652342071512919735427
Female177154292275532522775623
Male116251381767503317695331
American Indian126148391970523017866914
Asian138269182282601827865914
Black65751431065543510675733
Hispanic65448461057474311615039
Native Hawaiian146854321871532925755025
White3389551141915193792558
Two or more races228260182986571427886112
Students with Disabilities83628641337246314422858
Economically Disadvantaged5534847959504110635237
English Learners54540551051414913574443
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166448362975462523755225
Female196748333077472325775223
Male136148392772462821735227
American Indian17675033<<<<<<<<
Asian108777134287451324856215
Black95345471868503211665534
Hispanic105040502463403723654335
Native Hawaiian<<<<<100<0<<<<
White30875713419049103491589
Two or more races25795421378548153094646
Students with Disabilities114534552956274430643436
Economically Disadvantaged95041502065443518654735
English Learners114837522468443322674533
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students216545352168473222725128
Female257146292370473023755225
Male166044401866483420704930
American Indian<<<<<<<<<<<<
Asian27906310237956214292508
Black85143491160494016665134
Hispanic8514349105242489554745
Native Hawaiian<<<<<<<<<100<0
White4589441141925183892548
Two or more races177861223188581223775523
Students with Disabilities104131591339256115483252
Economically Disadvantaged64943511055454511594741
English Learners74640541049395110594941
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146854322674482625755025
Female167357273279472128785122
Male126351372169493122725028
American Indian<<<<<<<<<<<<
Asian238057203490561031875613
Black75951411667513316725628
Hispanic65650441161503914614839
Native Hawaiian<<<<<<<<<<<<
White2989601152924184792458
Two or more races25825718278659143393597
Students with Disabilities74033601039286115432857
Economically Disadvantaged55449461362493813665334
English Learners3524948954454611564544
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116150391665493523684532
Female146551351870523029764724
Male95848421459454119624338
American Indian<<<<<<<<
Asian17836717216745333593597
Black4514749757494314584442
Hispanic3484552551464914554145
Native Hawaiian<<<<<<<<
White31885712409050104491479
Two or more races176548352182611827825518
Students with Disabilities4262274102515758251775
Economically Disadvantaged3464354651464913554245
English Learners-323268133326718432557
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166549352471482914756125
Female207152292776492417816319
Male136047402168473210695931
Asian106958312488641221775623
Black7605340136452364656135
Hispanic5524748105949415696431
White4387441356943863494606
Two or more races358550153789531129865714
Students with Disabilities9241576103121697332667
Economically Disadvantaged554494696052404656135
English Learners232306833935616504450
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116049401164533615685332
Female136451361569553117735627
Male8564844859514113655235
American Indian<<<<<100<0
Asian10817119778712229855615
Black447435345753436615539
Hispanic347445344945519554745
White31875613309059103493597
Two or more races15927782679532121896811
Students with Disabilities5231877925167511301970
Economically Disadvantaged446435435148497575043
English Learners1282773127267310453555
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students681751967872227797221
Female782751878275189837417
Male580752047469265746926
American Indian<100<0<100<0<100<0
Asian-858515487831312857315
Black177762327876223807720
Hispanic276742426866321676633
Native Hawaiian<<<<<100<0<100<0
White1992748158974111992738
Two or more races<100<0<100<02495715
Students with Disabilities852444864438567484052
Economically Disadvantaged274722626966312706930
English Learners1636237-545446-505050
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187154291870523018695131
Female217554252476532422765424
Male146753331365513514634937
American Indian<<<<<<<<<<<<
Asian238562152781541920886912
Black96253381267553310665634
Hispanic662563875750438554645
Native Hawaiian18826418<<<<<100<0
White429149942914994492488
Two or more races268962112385621544884412
Students with Disabilities531266953934616352965
Economically Disadvantaged660544085951417595141
English Learners350475034037601383762
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136047402065443520654535
Female166651342773462724704630
Male115443461457434317604340
American Indian<<<<<<<<
Asian21795721247652241994746
Black6464054145844428574943
Hispanic2504850647415311493951
White3486521444924884891429
Two or more races258863133279472132845316
Students with Disabilities218168252521754252175
Economically Disadvantaged446425495141498534547
English Learners125237532723731302870
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158166191776592416745726
Female198364172179592121816019
Male107868221372592812675533
American Indian<100<0<<<<<100<0
Asian188769132985561520856515
Black8776923974652611746326
Hispanic675692576558356595341
Native Hawaiian<<<<<100<0<100<0
White3791559408949113893557
Two or more races<100<0<100<05591369
Students with Disabilities344405645450468463854
Economically Disadvantaged675692576760337645736
English Learners16564352484652-434358
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126452361369563112685532
Female126855321372592813715829
Male116049401266543412655335
American Indian9706130158165197686132
Asian187860221882641818826318
Black655494586254388615339
Hispanic553484765752435555045
Native Hawaiian14685432875672514715729
White268761132689631126896311
Two or more races157560251982621818856715
Students with Disabilities7302470835276510342566
Economically Disadvantaged652474865852426575143
English Learners451464955550456554845
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students125846421868503216695331
Female146148391766493419705230
Male115544451869513114675333
American Indian17675033<<<<<<<<
Asian106454361880632031764524
Black7514449145845429645436
Hispanic341385985446467544746
Native Hawaiian<<<<<100<0<<<<
White288355173188561230895911
Two or more races177154292381581933885512
Students with Disabilities73225681641265913453255
Economically Disadvantaged542375895344477564944
English Learners440366085548459574843
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237956212176552425785322
Female238360172277552323795721
Male237552252075542528774923
American Indian<<<<<<<<<100<0
Asian42945263390571039874713
Black147055301569543122745326
Hispanic107060301165543516685232
Native Hawaiian<<<<<<<<<100<0
White4394516369357737905210
Two or more races147764233385521523866414
Students with Disabilities9504150739326116452955
Economically Disadvantaged136956311165543516685232
English Learners106959311063533715685332
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116049401367543313635037
Female106453361572562814645036
Male115645441162513812615039
American Indian<<<<<<<<<<<<
Asian257247281678632211675633
Black85345471260484013614839
Hispanic9544446106049408524448
Native Hawaiian<100<0<<<<<<<<
White168266181987671322846216
Two or more races55853422289671112827118
Students with Disabilities5262174735296511362564
Economically Disadvantaged9524348115949419554645
English Learners851434975548455474253
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126654341376632411776623
Female106959311380672012806820
Male146449361371582910746426
American Indian<<<<<100<0<<<<
Asian18856715277851221095855
Black653474766862327686232
Hispanic655494556662343676433
Native Hawaiian<<<<<100<0<100<0
White279367727946762794676
Two or more races248056209746526793867
Students with Disabilities9352665103929618352765
Economically Disadvantaged552474856560354676333
English Learners246445415554454605640
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146046401462483810645336
Female186648341667523311685832
Male115443461258464210594941
Asian157055302080602024745026
Black751444975245486575143
Hispanic341385964741534514749
Native Hawaiian<<<<<100<0
White33875413329260822866514
Two or more races147764232085651513705730
Students with Disabilities102616741026167410291971
Economically Disadvantaged547415354743535514649
English Learners338356233431663363364
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students42017801739236112261474
Female31512851552374815251075
Male42420761832146811261574
Asian<<<<<<<<<100<0
Black3151385124129596251975
Hispanic32219785292471713787
White<<<<5057743<<<<
Two or more races<<<<<100<0
Students with Disabilities726197419278731619481
Economically Disadvantaged5231877143420667201380
English Learners-161684-131388813488
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students463593746763332636037
Female567623347268283696631
Male359564136259382575543
American Indian<<<<<<<<
Asian783761768882127888212
Black255534516664341636237
Hispanic1585642-5454461484752
Native Hawaiian<<<<<<<<<<<<
White11827118138774137898211
Two or more races107363273797621-858515
Students with Disabilities11716831323268-272773
Economically Disadvantaged153524715958411555445
English Learners15756431575743-494951
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students558534276559358605240
Female659534176558359645536
Male457534376659348564844
American Indian<100<0<<<<
Asian13756225377732312776523
Black252494845450462413959
Hispanic149485125957412525048
Native Hawaiian<<<<<<<<<<<<
White188467161787701323886512
Two or more races58984111783671713887513
Students with Disabilities-18188222826722201880
Economically Disadvantaged248465235552453494651
English Learners150495015049504565244
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147460261673572716755925
Female148065201677612316755925
Male146855321568533215756025
American Indian<100<0<100<0
Asian168670142684581613897611
Black1068583286658347676133
Hispanic766593476255385645836
Native Hawaiian<100<0<<<<<100<0
White22856315289061103391589
Two or more races<<<<4080402037794221
Students with Disabilities5413659-4444564524848
Economically Disadvantaged1068593276356377676033
English Learners966573476155397585142
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126654341068583212695731
Female126755331171602913715929
Male116553351065553512685532
American Indian11726128<<<<20806020
Asian137967211286741512806920
Black356534456358376666034
Hispanic352494835452464555145
Native Hawaiian5746826780732019816319
White31905910299061103191609
Two or more races23876413189172929875813
Students with Disabilities333316753530656403461
Economically Disadvantaged352504835653444585442
English Learners242415814342572454355
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126149391670543021684732
Female126351371772552822684632
Male126047401569543120674833
American Indian<<<<<<<<<<<<
Asian117361271482691813766324
Black3504750960524012665334
Hispanic344415645753437504350
Native Hawaiian<<<<<<<<<<<<
White33895611389254845894311
Two or more races11756425149177948813319
Students with Disabilities228267264135597352865
Economically Disadvantaged243415765751438554745
English Learners137366334744535433957
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students105949411468543211675633
Female95647441569553110665634
Male116150391467533312675533
American Indian<<<<<100<0
Asian14715729588831218887112
Black147465356660343595641
Hispanic141405935047503535047
White3189571142914993193627
Two or more races23967341684681642894711
Students with Disabilities219178183426667393261
Economically Disadvantaged246445445551453545246
English Learners-272773-3535651333367
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6645836763563711706030
Female6686232868603212736127
Male559544165852429675833
Asian8867814178365176797321
Black261593926462366726628
Hispanic150495014644545555045
Native Hawaiian<<<<<100<0<<<<
White21886712208566152992638
Two or more races1882651826967048888012
Students with Disabilities13029701242376-404060
Economically Disadvantaged155544514948514605640
English Learners-4242581373663-464654
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10695931778712212827018
Female12705830781741911857415
Male9696031774662613796621
Asian2266443499182918856815
Black864563657065303706730
Hispanic659534137572257817419
Native Hawaiian<<<<<<<<<100<0
White14867214169074102193727
Two or more races<<<<239269825856015
Students with Disabilities-4747537605340<<<<
Economically Disadvantaged857504337269284757125
English Learners649435136865322757325
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students372692826564353666334
Female374712616564352706830
Male371682926563353625938
Asian391889109080104726828
Black1646336-5656441636337
Hispanic167663316060401555345
Native Hawaiian<100<0<100<0<100<0
White891839692868992838
Two or more races<100<0<<<<<100<0
Students with Disabilities-383862-3737632424058
Economically Disadvantaged262603815757431575643
English Learners154534615049501444456
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247653241977572321775623
Female237754231977582320775723
Male257652242076562422765424
American Indian318352174010060040100600
Asian2991639299162927886112
Black146955311372602815715729
Hispanic12675533106656349675833
Native Hawaiian237753232283611731693831
White489346739935474394516
Two or more races3991529339056103193627
Students with Disabilities742355874841526464054
Economically Disadvantaged126755331167573311685732
English Learners962533896353378595141
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7787122774672610706030
Female577712367468269726228
Male9807120974652610695831
American Indian<100<0<100<0
Asian28584151590761018846716
Black575702536764336645836
Hispanic268663236562363615839
Native Hawaiian<<<<<<<<<<<<
White1892748189173922896611
Two or more races<100<0<<<<2495715
Students with Disabilities346445444237583423958
Economically Disadvantaged371682946258384615839
English Learners163623725250481413959
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36764024
Female35754025
Male37763924
American Indian<100<0
Asian7093237
Black26694231
Hispanic22664434
Native Hawaiian<<<<
White6395325
Two or more races55863214
Students with Disabilities9403260
Economically Disadvantaged23684432
English Learners17594241
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127765231779622116776123
Female138067202082631817786122
Male117463261576612416766124
American Indian<100<0
Asian27896111329866226876213
Black57368271076662414746026
Hispanic771642976962316696331
Native Hawaiian<<<<<100<0<<<<
White319463643965343794576
Two or more races3284531633925882795685
Students with Disabilities3403760-4242583454255
Economically Disadvantaged771642987162299706130
English Learners568633286961314646036
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10746426868603210706030
Female972632887062309706130
Male11756425966583411705930
American Indian<100<0<100<0
Asian148874122483591712837117
Black564583656560355635937
Hispanic468643245754435595441
Native Hawaiian<100<0<<<<<100<0
White249066101989691125906510
Two or more races<100<0208565151995765
Students with Disabilities63226681333267-333367
Economically Disadvantaged566613446056405585342
English Learners464603645451463464354
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26754825
Female24734927
Male28764824
American Indian<<<<
Asian2092718
Black17715529
Hispanic15624738
Native Hawaiian<<<<
White5391389
Two or more races35905510
Students with Disabilities1272673
Economically Disadvantaged13675333
English Learners8564844
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217655242478542227835617
Female227755232580552024846016
Male217655242376522430825318
American Indian<<<<<100<0
Asian33885513319060104597523
Black136855321878612218816319
Hispanic116857321362493814735927
Native Hawaiian<100<0<<<<
White409455645955055498442
Two or more races409656442955355094446
Students with Disabilities235336513534654474353
Economically Disadvantaged136654341367543315766224
English Learners956474464842526635738
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students377842223582471838824418
Female357944213480462035814619
Male387840223684481641824118
American Indian<<<<<100<0<100<0
Asian5210048042945365094446
Black236542352674492631744426
Hispanic186951312276542417695331
Native Hawaiian<<<<<100<0<100<0
White669529556933876096364
Two or more races36915594688421239874813
Students with Disabilities144531551567523317513449
Economically Disadvantaged186749332274522621704930
English Learners156651341975562520735227
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 90.92 State: 91.04Division: 90.51 State: 91.28Division: 88.14 State: 90.38

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

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

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten287311328
Kindergarten1,4181,4241,467
Grade 11,4621,3901,403
Grade 21,2581,4151,365
Grade 31,1831,2091,380
Grade 41,0611,1461,200
Grade 51,0161,0431,103
Grade 6953952963
Grade 7874948959
Grade 8786875930
Grade 98981,030983
Grade 108579221,075
Grade 11841804820
Grade 12728747753
Total Students13,62214,21614,729
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students136221421614729
Female661869167153
Male700473007576
American Indian676839
Asian611614689
Black433744134453
Hispanic449949515224
Native Hawaiian433632
White375538063945
Two or more races310328347
Students with Disabilities155415921575
Not Students with Disabilities120681262413154
Economically Disadvantaged744381568398
Not Economically Disadvantaged617960606331
English Learners451049695128
Not English Learners911292479601
Homeless977167
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision29434736128749
State4917334246347093350192269
FemaleDivision1831611263018
State268261510112433531834822
MaleDivision1111862465731
State2234719145222758031851447
American IndianDivision<<<<<<
State110111115287
AsianDivision26191000
State44281224891612962
BlackDivision861412132121
State79001054014302301415981
HispanicDivision57142985722
State44244514381851538310
Native HawaiianDivision<<<<0<
State71410193
WhiteDivision121424076
State300171650514315601740817
Two or more racesDivision<<<<<<
State222313111283616089
Students with DisabilitiesDivision42736163
State946531134691091067120
Economically DisadvantagedDivision11724428126635
State921814811194032621251240
English LearnersDivision19106514417
State448207029417117888
HomelessDivision1123010
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students82567782.169083.68710.5
Female41035686.836388.5307.3
Male41532177.332778.85713.7
American Indian0<<<<<<
Asian46461004610000
Black29324884.625286217.2
Hispanic29520870.521673.25719.3
Native Hawaiian0<100<10000
White18016792.816792.873.9
Two or more races0<<<<<<
Students with Disabilities786785.96887.267.7
Economically Disadvantaged50238977.540280.16613.1
English Learners19213067.713268.84422.9
Homeless171694.11694.115.9
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken888 / 26.71%886 / 25.29%526 / 14.49%
Advanced Placement Course Enrollment888 / 26.71%886 / 25.29%526 / 14.49%
Dual Enrollment225 / 6.77%341 / 9.73%375 / 10.33%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision62646626
State807645806228
FemaleDivision31725520
State410163155223
MaleDivision30921132
State397482651033
American IndianDivision0<100
State25416635
AsianDivision392926
State5269454514
BlackDivision24518226
State175771162334
HispanicDivision16010336
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision15913416
State467663441226
Two or more racesDivision171324
State3210234527
Students with DisabilitiesDivision432347
State5865307548
Economically DisadvantagedDivision32822731
State228881345141
English LearnersDivision1278533
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision614120
 State502439714139
State LicensuresDivision7215
 State90516731790
Industry CertificationDivision386646566
 State6932189541100544
Workplace ReadinessDivision246316367
 State283493366530775
Total Credentials EarnedDivision7001005968
 State103599128850137248
Students Earning One or More CredentialsDivision607858611
 State86257104867109089
CTE CompletersDivision282277262
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
63.362.863.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-201314,051.002,608.001,147.00
2013-201414,292.002,623.00930.00
2014-201513,897.002,642.00907.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students12356816296465135297412563731342386633346313750938370583
Female6049402125206657337511116965523951481986695471169248
Male6307414171259695636614520468714711852657055467201335
American Indian69620695213741038103
Asian58839171564329161763645915665411819
Black3988305117192420027610313441162411201664131291100185
Hispanic396728010617645122688615246053751522074770392191309
Native Hawaiian42101431103530131110
White34181704671375414344643667181466937881985162
Two or more races28415810308194532717553271495
Students with Disabilities139713454971498100458014511344572142712161111
Economically Disadvantaged7222583236350720350718226076715992513547860665288437
English Learners40622518813548132476612850203341261665142368150242
Homeless140342031153221015133191024117221130
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.6495.1195.13
Female95.7795.1895.16
Male95.5395.0495.09
American Indian95.7495.5994.76
Asian95.6695.2295.67
Black95.6995.3695.42
Hispanic95.1294.4594.29
Native Hawaiian96.7195.4595.48
White96.1895.6395.78
Two or more races96.0395.4595.59
Students with Disabilities94.3894.294.24
Economically Disadvantaged95.1294.794.66
English Learners95.795.2495.1
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses80
Technology Offenses<
Offenses Against Student106
Offenses Against Staff30
Weapons Offenses28
Property Offenses47
All Other Offenses99
Other Offenses Against Persons305
Disorderly or Disruptive Behavior Offenses451
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.492.478.265
Asian4.4851.694.3192.094.6781.92
Black31.83858.5531.04259.6830.23358.19
Hispanic33.02731.7434.82731.5235.46728.81
Native Hawaiian.316.253.12.217
White27.5666.7826.7735.7926.7849.6
Two or more races2.2761.232.307.812.3561.47
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.492.478.265
Asian4.4854.3194.678
Black31.8388031.04210030.233100
Hispanic33.0272034.82735.467
Native Hawaiian.316.253.217
White27.56626.77326.784
Two or more races2.2762.3072.356
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.492.478.265
Asian4.4854.3194.678
Black31.83831.04230.233
Hispanic33.02734.82735.467
Native Hawaiian.316.253.217
White27.56626.77326.784
Two or more races2.2762.3072.356
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students59.5560.3458.94
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students40.534041.86
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students82.5783.0984.39
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 14.41 : 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

2014-2015 Grades 8-12 Student Teacher Ratio: 8.57 : 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
 2014-20152015-2016
Provisional9%7%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201421%76%1%2%
2014-201522%76%1%1%
2015-201623%74%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Alexandria City Public Schools to top