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General school information

Division: Alleghany County Public Schools
Address: 100 Central Circle Low Moor, VA 24457
Superintendent: Mr. Eugene P. Kotulka
Region: 6
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 Schools5
Fully Accredited3
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Pass Rate1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision808182
 Virginia848586
FemaleDivision858286
 Virginia888989
MaleDivision758078
 Virginia818283
American IndianDivision<
 Virginia788484
BlackDivision605087
 Virginia777979
HispanicDivision100100100
 Virginia767676
WhiteDivision828381
 Virginia898990
Students with DisabilitiesDivision453817
 Virginia525353
Economically DisadvantagedDivision677770
 Virginia747575
English LearnersDivision100100100
 Virginia676767
Gap Group 2Division605087
 Virginia777979
Gap Group 3Division100100100
 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 Students96859321175642510746426
Female107060301278662210776723
Male9665834107162299716229
American Indian<<<<<100<0<100<0
Asian<<<<<<<<30704030
Black252494836967312595741
Hispanic-73732759085105847916
Native Hawaiian<100<0<<<<
White107060301175642510756525
Two or more races35248483585542-575743
Students with Disabilities742345873528658362864
Economically Disadvantaged558534276559356655935
English Learners<100<0<100<0
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12625038117665247706330
Female125744431284721610695931
Male11675633107060305716629
Asian<100<0<100<0<<<<
Black-202080<<<<-676733
Hispanic<<<<<100<0<100<0
White12655335127563258706230
Two or more races<<<<<<<<<100<0
Students with Disabilities348455215463154-444456
Economically Disadvantaged755484576760334605740
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11675633167155296655935
Female10756525156854326736627
Male12594741177357276605540
Asian<100<0<100<0<<<<
Black-424258<<<<<<<<
Hispanic<<<<<100<0<100<0
White12695731167458267676033
Two or more races<<<<10403060<100<0
Students with Disabilities14432957-3232684171383
Economically Disadvantaged654494686053401545346
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126350372077572316725628
Female115948412579542111716029
Male136653341576602421735227
Black-505050<<<<7504350
Hispanic<<<<<100<0<100<0
White146349372179572117745626
Two or more races<<<<<<<<<<<<
Students with Disabilities10403060143824623282572
Economically Disadvantaged8564744126856329615239
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136653341065553516745826
Female10685932967583316776123
Male166347371164533616725628
Asian<<<<<100<0
Black<<<<<<<<-454555
Hispanic<100<0<<<<<100<0
White136653341066563417776023
Two or more races<<<<<<<<<<<<
Students with Disabilities42521751143325727502350
Economically Disadvantaged8585142958494212675533
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students86355371274622610776723
Female146956311574592612827018
Male357544397364279736427
Black-414159<100<0-505050
Hispanic<100<0<100<0<<<<
White96656341372592812796721
Two or more races<<<<<<<<<<<<
Students with Disabilities4413759426227412524048
Economically Disadvantaged3535047665593510716229
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6676133769623110726228
Female9766724978702213736027
Male257554356055406716429
American Indian<<<<<100<0
Asian<<<<<<<<
Black-545446-57574310706030
White6686232870633010736327
Two or more races<<<<<<<<<<<<
Students with Disabilities1148375252621745302570
Economically Disadvantaged359564135754436605440
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students685801538683142848216
Female3838017293917492888
Male887791348177191787722
American Indian<100<0<100<0
Black6726728-91919-828218
Hispanic<<<<<100<0<<<<
White686801448682153868414
Two or more races<100<0<<<<<<<<
Students with Disabilities8585042-303070-292971
Economically Disadvantaged17473262817919-838317
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 Students136956311074642615725728
Female167861221181701915756025
Male9605140867593315695431
American Indian<<<<<100<0
Asian<<<<<100<0<<<<
Black35149497625538-787822
Hispanic<<<<<100<0<<<<
White137057301074642616735727
Two or more races19634438<<<<<<<<
Students with Disabilities13321968114331573231977
Economically Disadvantaged857494346158397595241
English Learners<100<0<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8595141566613416654935
Female13756225774672619674833
Male2434157459554112635137
American Indian<<<<<100<0
Asian<<<<<<<<
Black7504350-575743-808020
White8605240667613317654835
Two or more races<<<<<<<<<<<<
Students with Disabilities812488115342475201580
Economically Disadvantaged347445315352478514349
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168770131481671914796521
Female209070101688721210847316
Male138371171274622618755725
American Indian<100<0<100<0
Black-64643613675333-777723
Hispanic<100<0<100<0<<<<
White168872121482671815826618
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<13311969-272773
Economically Disadvantaged875672577265286696331
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 Students106757331072632810756425
Female9706130977682310796921
Male106353371168583211726028
American Indian<<<<<<<<<<<<
Asian40905010<<<<45100550
Black253514736764332605840
Hispanic11645436137865225767124
Native Hawaiian<<<<<<<<
White106858321073632711766524
Two or more races65650444585342-747426
Students with Disabilities832246873124695342966
Economically Disadvantaged657514366457366676133
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12564444766593411705930
Female950415087062307676033
Male15624838763573714725828
Asian<100<0<<<<<100<0
Black-202080<<<<-424258
Hispanic<<<<<<<<<100<0
White13594641867593312715929
Two or more races<<<<<<<<<100<0
Students with Disabilities7383162835276517503350
Economically Disadvantaged941325946056409605140
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137663241669533112715929
Female138068201266543411736227
Male137158292072522813695731
Asian<100<0<100<0<100<0
Black-585842<<<<<<<<
Hispanic<100<0<100<0<100<0
White137764231671542913705730
Two or more races<<<<9453655<100<0
Students with Disabilities144833524141186-262674
Economically Disadvantaged8716329115645447615439
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students165539451374612611695831
Female16543846147561258686033
Male165640441274622614715729
Black10302070<<<<7504350
Hispanic<<<<<100<0<100<0
White185739431376642412715929
Two or more races<<<<<<<<<<<<
Students with Disabilities1730137019291071-171783
Economically Disadvantaged1249375166357384545046
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137966211374612620876813
Female11806920117362272192718
Male157964211575612518836517
Asian<100<0<100<0
Black<<<<<<<<-646436
Hispanic<100<0<<<<<100<0
White137965211474602620896911
Two or more races<<<<<<<<<<<<
Students with Disabilities4322968114837529393061
Economically Disadvantaged67468261068573210807020
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1424058466623416725728
Female-464654371682913715829
Male3383662560554018735527
Black-292971<<<<10504050
Hispanic<<<<<100<0<<<<
White2444256464613617765824
Two or more races<<<<<<<<<<<<
Students with Disabilities8271973430267012322068
Economically Disadvantaged-383862459554110635337
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students876682457874221848316
Female108171194848016-888812
Male672652857468262807920
American Indian<<<<<100<0
Asian<<<<<100<0
Black-858515-565644<<<<
Hispanic<100<0<100<0<100<0
White877692358176191868514
Two or more races<<<<<<<<<100<0
Students with Disabilities7261974-262674-484852
Economically Disadvantaged565603537268281787622
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7625538107868225686232
Female875662598879127787022
Male7514449126856324615739
Asian<100<0
Black-535347-707030-676733
Hispanic<<<<<100<0<<<<
White8635537127867226686232
Students with Disabilities-202080-363664-272773
Economically Disadvantaged253514777366273625838
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students869613146461367756825
Female773662757469265817619
Male865563525452469696031
Asian<100<0<100<0<100<0
Black7534747-636338-575743
Hispanic<100<0<<<<<100<0
White770633046461368766924
Students with Disabilities8231577<<<<<<<<
Economically Disadvantaged654494615150494736927
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128674141785681513897611
Female88577151387731313887512
Male168871122383601813907710
American Indian<<<<
Asian<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<<<<<100<0<<<<
White128876121683671714907610
Students with Disabilities<<<<<<<<
Economically Disadvantaged691849188264181494816
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 Students771642987970218807120
Female571662978174197807320
Male9726328976662410796921
American Indian<<<<<<<<<100<0
Asian<<<<<<<<<<<<
Black1514949-6767333676433
Hispanic-686832-8080207797121
Native Hawaiian<100<0<<<<
White873662798071209817219
Two or more races55751436817519<<<<
Students with Disabilities437336354035602434057
Economically Disadvantaged461573946964316736727
English Learners<<<<<100<0<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students85749431076662411726128
Female449465177770236686232
Male126553351376632415766124
Black<<<<<<<<-434357
Hispanic<<<<<100<0<<<<
White96252381078672211756425
Two or more races<<<<<<<<<100<0
Students with Disabilities1050405014523848-383863
Economically Disadvantaged949405176861327635537
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564593657268287827518
Female465613537572254807720
Male6635738670633010847416
American Indian<<<<<100<0
Asian<<<<<<<<
Black-545446-43435710706030
White566613457570256847716
Two or more races<<<<<<<<<<<<
Students with Disabilities4312769-323268-535347
Economically Disadvantaged151494936056405757125
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8766824118068209827418
Female884751698577157898211
Male86961311474612611756425
American Indian<100<0<100<0
Asian<100<0<100<0
Black6565044-828218-828218
Hispanic<100<0<<<<<100<0
White97768231379662110827218
Two or more races<<<<<100<0
Students with Disabilities5332967-272773-333367
Economically Disadvantaged766593457368277756825
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students381781978679145736827
Female382781848480164686432
Male2797721108777137807320
Black<<<<<100<0-808020
Hispanic<100<0<100<0<<<<
White280782088577156736727
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<<<<
Economically Disadvantaged4686432148167193787522
English Learners<<<<<<<<
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students979702188374178847616
Female5777223118574159867714
Male1281691968074207817519
Black-505050-7272284635838
Hispanic<<<<<<<<<100<0
White11827118108474169867714
Two or more races<<<<<100<0
Students with Disabilities-383863-444456-353565
Economically Disadvantaged272702817372276757025
English Learners<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227655242185641521856315
Female177457261888701221866514
Male267852222481571922846216
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<<<<
Black9605140668623210685832
Hispanic16766024361006403192628
Native Hawaiian<100<0<<<<
White237755232286641422866414
Two or more races217251286696331<<<<
Students with Disabilities940326083931617564944
Economically Disadvantaged156650341476622414786322
English Learners<100<0<100<0<100<0
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9675833781741911786722
Female6645836385821511806920
Male127058301177662310756525
American Indian<100<0<100<0
Black-535347-565644-595941
Hispanic<<<<<100<0<100<0
White9685932783761712796721
Two or more races<100<0<<<<<<<<
Students with Disabilities-8892-313169-393961
Economically Disadvantaged651454947370275716629
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37824618
Female27785122
Male47874013
Asian<100<0
Black<<<<
Hispanic<100<0
White38844616
Two or more races<<<<
Students with Disabilities7362964
Economically Disadvantaged28724428
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14725828982731827886112
Female769623159086102696704
Male237753231375632530744426
Black<<<<<<<<<<<<
Hispanic<<<<<100<0
White157358271083731826896311
Two or more races<<<<<100<0
Students with Disabilities-505050<<<<<<<<
Economically Disadvantaged65953411060504017836617
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students129179917927582294726
Female39188948883131095855
Male219171929966744292508
Black<<<<<<<<<100<0
Hispanic<100<0<100<0
White149380717937672493697
Students with Disabilities<100<0<<<<
Economically Disadvantaged1477642379387714867114
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9786922108373178847617
Female881731988880128817319
Male10746426127765237857815
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black-707030-7171295645936
Hispanic<<<<<100<0<100<0
White10776723108474168867814
Two or more races<100<0<<<<
Students with Disabilities<<<<-292971-646436
Economically Disadvantaged766593457368273747126
English Learners<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19735427
Female15725728
Male24745126
Black6474153
Hispanic<100<0
White21765524
Two or more races<<<<
Students with Disabilities4302670
Economically Disadvantaged10615139
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students32814919378447162891639
Female348450163988491225886312
Male31784722358045203195645
American Indian<100<0<100<0
Asian<<<<<<<<
Black179275814715729<<<<
Native Hawaiian<100<0
White34804620398647142791649
Two or more races<<<<<<<<<100<0
Students with Disabilities4383363112817726655935
Economically Disadvantaged197455262375522518856715
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students34754125429250840854515
Female28663834379658438864814
Male408343174689431143854215
American Indian<100<0
Black<<<<<<<<-575743
Hispanic<<<<<100<0<<<<
White35764124439250844884412
Two or more races<<<<<100<0
Students with Disabilities20563644136047403524848
Economically Disadvantaged277144292988591228764824
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: 85.23 State: 91.04Division: 86.71 State: 91.28Division: 84.96 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-kindergarten352329
Kindergarten207186174
Grade 1144136140
Grade 2159140139
Grade 3170162146
Grade 4154165154
Grade 5169147168
Grade 6163170159
Grade 7201167169
Grade 8221194165
Grade 9222215212
Grade 10229206210
Grade 11200201170
Grade 12200218223
Total Students2,4742,3302,258
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 Students247423302258
Female115810991037
Male131612311221
American Indian575
Asian141212
Black163129144
Hispanic333637
Native Hawaiian1
White218320581978
Two or more races758882
Students with Disabilities359329331
Not Students with Disabilities211520011927
Economically Disadvantaged123012491228
Not Economically Disadvantaged124410811030
English Learners22148
Not English Learners245223162250
Homeless151219
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 StudentsDivision9795182113
State4917334246347093350192269
FemaleDivision57374011
State268261510112433531834822
MaleDivision4058142102
State2234719145222758031851447
BlackDivision882012
State79001054014302301415981
HispanicDivision<<<<0<
State44244514381851538310
WhiteDivision858116291
State300171650514315601740817
Two or more racesDivision<<<<<<
State222313111283616089
Students with DisabilitiesDivision2718020
State946531134691091067120
Economically DisadvantagedDivision26439162
State921814811194032621251240
HomelessDivision<<<<<<
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 Students22621092.921293.8114.9
Female1009898989811
Male12611288.911490.5107.9
Black211885.71885.714.8
Hispanic0<100<10000
White19418293.818494.894.6
Two or more races0<<<<<<
Students with Disabilities292793.12793.126.9
Economically Disadvantaged877889.77990.866.9
Homeless0<<<<<<
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 Taken - - -
Advanced Placement Course Enrollment52 / 6.11%23 / 2.74%33 / 4.05%
Dual Enrollment42 / 4.94%69 / 8.21%35 / 4.29%
Governor’s School Enrollment14 / 1.65%18 / 2.14%20 / 2.45%
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 StudentsDivision1769745
State807645806228
FemaleDivision865635
State410163155223
MaleDivision904154
State397482651033
BlackDivision0<100
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision1669245
State467663441226
Students with DisabilitiesDivision11<100
State5865307548
Economically DisadvantagedDivision693254
State228881345141
English LearnersDivision0<100
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 AssessmentsDivision292230
 State502439714139
State LicensuresDivision-147
 State90516731790
Industry CertificationDivision102140359
 State6932189541100544
Workplace ReadinessDivision10414565
 State283493366530775
Total Credentials EarnedDivision235321461
 State103599128850137248
Students Earning One or More CredentialsDivision214275362
 State86257104867109089
CTE CompletersDivision120136137
 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 Students2126830.8%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1822731.8%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1113538.5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
65.166.667.2

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
2012-20134,064.006,066.00847.00
2013-20144,104.006,058.00843.00
2014-20153,955.006,590.00857.00

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 Students236417676922220161658320921786110120051647898
Female10938838521055623036978913034927703333
Male1271883840116599354711148731671078944565
American Indian0000000000000000
Asian12010130011200011001
Black15412831485561289251381275
Hispanic40432284303502527531
Native Hawaiian00000000
White20901546285195114855751829165548617481416789
Two or more races59622734208243576612
Students with Disabilities343241718312241211278341011281281826
Economically Disadvantaged10651285571105211655591017142478410201256569
English Learners3111021200100110000
Homeless282332831119318225210
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 Students94.7994.5794.55
Female9594.8294.76
Male94.694.3594.36
American Indian97.3597.9196.68
Asian96.9196.2895.54
Black95.6595.2695.43
Hispanic93.893.0692.46
White94.6994.5294.5
Two or more races95.694.8894.82
Students with Disabilities94.1793.2793.31
Economically Disadvantaged93.4793.1593.36
English Learners96.0995.1793.08
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

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses16
Technology Offenses<
Offenses Against Student14
Offenses Against Staff<
Weapons Offenses10
Property Offenses<
Other Offenses Against Persons33
Disorderly or Disruptive Behavior Offenses119
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.202.3.221
Asian.566.515.531
Black6.5899.775.5369.346.3778.48
Hispanic1.334.571.545.551.6391.21
Native Hawaiian.04
White88.23888.5188.32686.2687.688.48
Two or more races3.0321.153.7773.853.6321.82
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.202.3.221
Asian.566.515.531
Black6.5895.565.536406.37750
Hispanic1.3341.5451.639
Native Hawaiian.04
White88.23894.4488.3266087.650
Two or more races3.0323.7773.632
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.202.3.221
Asian.566.515.531
Black6.5895.5366.377
Hispanic1.3341.5451.639
Native Hawaiian.04
White88.23810088.32687.6
Two or more races3.0323.7773.632
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 Students44.7146.8347.86
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 Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students38.1335.8537.92
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

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 Students72.9671.5270.66
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 11.96 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 9 : 1

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Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional4%5%
Provisional Special Education1%2%
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 Schools-1%-
High Poverty---
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
2013-201443%56%0%1%
2014-201543%56%0%1%
2015-201643%56%0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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