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General school information

Division: Amelia County Public Schools
Address: 8701 Otterburn Road, Suite 101 Amelia, VA 23002
Superintendent: Dr. Jack McKinley
Region: 8
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 Schools3
Fully Accredited2
Partially Accredited: Reconstituted School1

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 StudentsDivision889287
 Virginia848586
FemaleDivision959593
 Virginia888989
MaleDivision848883
 Virginia818283
BlackDivision939078
 Virginia777979
HispanicDivision100100100
 Virginia767676
WhiteDivision889291
 Virginia898990
Two or more racesDivision<100100
 Virginia898889
Students with DisabilitiesDivision606947
 Virginia525353
Economically DisadvantagedDivision858278
 Virginia747575
English LearnersDivision100100
 Virginia676767
Gap Group 2Division939078
 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 Students106757331073632712766424
Female117058301277652313816819
Male9655635970613012726028
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black354514666155394615739
Hispanic559544157873228787023
White147359271378652216826618
Two or more races-6767336534747-636337
Students with Disabilities137356374336578393161
Economically Disadvantaged655504586557359685932
English Learners5504550-656535-767624
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students154934511563493717725628
Female185639441972532818735527
Male134129591156444415725728
American Indian<<<<<<<<<100<0
Black1133226735350488524448
Hispanic<<<<<<<<<100<0
White185638442171492921785722
Two or more races<<<<<<<<<<<<
Students with Disabilities-13138818553645-424258
Economically Disadvantaged8393161859524112695731
English Learners<<<<<<<<<100<0
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136653341874562616735627
Female127563251782651824815819
Male135743431966473410655635
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black4524848175234483585543
Hispanic<<<<<<<<<<<<
White177052301983641723795621
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<7362964<<<<
Economically Disadvantaged85446461165543510685732
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106050401562473813746026
Female125442462172522815826818
Male76558351052424812645336
Black-50505011291871-505050
Hispanic<<<<<<<<<<<<
White146450361871522919846516
Two or more races<<<<<<<<<<<<
Students with Disabilities-31316983123697272073
Economically Disadvantaged5454055165236487655835
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136754331277652318755725
Female16725728975662519816219
Male116352371479642116685232
Asian<100<0<100<0
Black251494947067308564844
Hispanic<<<<<<<<<100<0
White187658241680642022795721
Two or more races<100<0<<<<<<<<
Students with Disabilities-353565135340478231577
Economically Disadvantaged8595141569643112665334
English Learners<<<<<<<<<100<0
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9635437766593412796721
Female8696131474702610847416
Male11574743962533813736027
Black25149492514949-626238
Hispanic<100<010706030<<<<
White13675433872642817877013
Two or more races<100<0<100<0<<<<
Students with Disabilities-30307052419769645536
Economically Disadvantaged655494545753437675933
English Learners<100<0<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students774672637673249686032
Female1070613037370274737027
Male3777423378762212665334
Black-474753278762210514149
Hispanic<<<<<100<010504050
White980712037471267776923
Two or more races<100<0<100<0<100<0
Students with Disabilities-464654-23237726371163
Economically Disadvantaged360574037067305585343
English Learners<100<0<100<0<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students58882127908310691859
Female787801312887712591869
Male4888412392888792848
Asian<100<0<100<0
Black28078206868014-909010
Hispanic<<<<<100<0<100<0
White895875792858892838
Two or more races<<<<<<<<<<<<
Students with Disabilities6696331-757525-585842
Economically Disadvantaged2807820108979118857715
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 Students137663241276652410675633
Female16796421137865228766824
Male107363271175642512604840
Black364613647370279615239
Hispanic<<<<13816919<<<<
White15806520147864229706130
Two or more races15856915<<<<<<<<
Students with Disabilities5433957360574025502550
Economically Disadvantaged8635537-939378605340
English Learners<<<<<100<0<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137966211674582610635337
Female16867014167660248777023
Male107161291772552811544346
Black10655535770633010564644
Hispanic<<<<<100<0<<<<
White12847216217554259665734
Two or more races<100<0<100<0<100<0
Students with Disabilities-5555451040306021321168
Economically Disadvantaged106555356534747
English Learners<<<<<100<0<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9827318879712111786722
Female13857215107969219746526
Male7807320678722213837017
Black-737327-7878237736727
Hispanic<100<0<<<<<100<0
White13847116981711912857315
Two or more races<100<0<<<<<<<<
Students with Disabilities5484352-707030<<<<
Economically Disadvantaged5696431-939371394816
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 Students76456361275622511806920
Female86455361378652211847316
Male76458361272602812776523
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<100<0
Black250485066560356726728
Hispanic46560351580652013776423
White106959311579632114847016
Two or more races4686432-585842-595941
Students with Disabilities736296444036607362964
Economically Disadvantaged652464896758338726428
English Learners5575243108171199837417
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students84234582668413213766424
Female74942513071412910766624
Male93526652364413615776223
American Indian<<<<<100<0<100<0
Black-191981205838438564844
Hispanic<<<<<<<<<<<<
White115342473073432715826718
Two or more races<<<<<<<<<<<<
Students with Disabilities6136889453655-424258
Economically Disadvantaged52621742165453512685632
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267953212983541727795121
Female297647242887581329835417
Male238259182979502126754925
Asian<100<0<100<0<100<0
Black86558351072622818695131
Hispanic<<<<<<<<<<<<
White328250183687511334855115
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<-383862<<<<
Economically Disadvantaged197557251680642019745526
English Learners<<<<<<<<<<<<
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237047302474502617806320
Female257046302679532122856315
Male217048302169483112756325
Black850425011685732-666634
Hispanic<<<<<<<<<<<<
White307848222775482524876413
Two or more races<<<<<100<0<<<<
Students with Disabilities83831628231577-202080
Economically Disadvantaged20583842196849329706130
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students337336367165299847516
Female23533655676333692868
Male4383363774672613776423
Asian<100<0<100<0
Black73427664605640-808020
Hispanic<<<<<100<0<100<0
White1403960877692313847116
Two or more races<<<<<<<<<100<0
Students with Disabilities24296718383162-252575
Economically Disadvantaged325237525957414726828
English Learners<<<<<100<0<100<0
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-24247624240584676333
Female-25257535754433706830
Male-23237723432666645836
Black-999132926715575243
White-31316924745535747026
Two or more races<100<0<<<<<<<<
Students with Disabilities-101090530257018553645
Economically Disadvantaged-22227814039602615939
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4676333582771810827218
Female3625938486811410907910
Male5716729679732111766624
Asian<100<0<100<0<100<0
Black-474753-76762411746326
Hispanic<<<<<100<0<<<<
White6736727885771512867414
Two or more races<100<0<100<0
Students with Disabilities<<<<-57574328562844
Economically Disadvantaged247445357166299797121
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-75752557671245868114
Female-8282182757325391889
Male-70703087769236837617
Black-717129-717129-95955
Hispanic-707030<<<<<<<<
White-76762457772236868014
Two or more races<100<0<<<<<<<<
Students with Disabilities-626238<<<<8312369
Economically Disadvantaged-747426-7171297766924
English Learners<100<0<<<<
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students380772037975216797321
Female470663058075202807820
Male389861117675249786922
Black-6767332706730-707030
Hispanic<100<0<<<<<<<<
White584791638380178827418
Two or more races<<<<<<<<<<<<
Students with Disabilities-545446<<<<-404060
Economically Disadvantaged-7373271706930-727228
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students582771810928189887912
Female878702288880126857915
Male-878713139582512907910
Black-787822-8989115797421
Hispanic<100<0<100<0<<<<
White784771616917698908210
Two or more races<<<<<100<0<100<0
Students with Disabilities<100<0<100<0
Economically Disadvantaged776692448783135868214
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 Students878712277972217787222
Female775682557873224767124
Male882731898071209817219
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black265643517270282625938
Hispanic467633348178196655935
White1083741798272189867714
Two or more races581761968378175797421
Students with Disabilities6544946-5050506504450
Economically Disadvantaged668633246965314696431
English Learners<<<<<<<<6676133
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127058301576612414725828
Female36359371478642211726128
Male217756231674582617715429
Black-48485276457367383162
Hispanic<<<<<<<<<<<<
White177659242078592218846616
Two or more races<<<<<100<0<<<<
Students with Disabilities8544646-3838627201380
Economically Disadvantaged106049401069593110594941
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students979702128078205756925
Female870623017977212737127
Male1089791138178198766824
Black7504350-7373273565444
Hispanic<<<<<100<010706030
White1087771328381176837717
Two or more races<100<0<100<0<<<<
Students with Disabilities25674233-5555455474253
Economically Disadvantaged868603227573253706830
English Learners<100<0<100<0<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students379762187466266756925
Female379762177366273706730
Male3797621974652610807020
Black-646436-7070303575343
White4838017117665248817219
Two or more races<100<0<<<<-909010
Students with Disabilities-616139<<<<8463854
Economically Disadvantaged271692945450463625938
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2817919-7979216847916
Female5777323-8282184777323
Male-848416-767624895865
Black-818119-767624-797921
Hispanic<<<<<100<0<<<<
White3878313-7979217898211
Two or more races<<<<<100<0<<<<
Economically Disadvantaged-797921-6767334777323
English Learners<<<<
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students683771798879123868414
Female679732138179191868514
Male687811316968043868314
Asian<100<0<100<0
Black-828218-767624-757525
Hispanic<<<<<<<<9736427
White98778131393807394916
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<100<0-606040
Economically Disadvantaged-70703048177193777423
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 Students248056202186651418846616
Female207859221685691515836917
Male288153192686601421856415
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black969593178073206746826
Hispanic197960211882641819876813
White308454162788611223896511
Two or more races22836117118978115817619
Students with Disabilities176447361547325312554345
Economically Disadvantaged176952311477632310756525
English Learners10807020<<<<15856915
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5807420118573158827318
Female371682968377174757125
Male88880121586711412887612
Asian<100<0<100<0
Black-7272287777023-777723
Hispanic<<<<<<<<<<<<
White98677141387741312857315
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<65347478504250
Economically Disadvantaged271682977164296635737
English Learners<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18644636
Female9635437
Male25654035
Asian<100<0
Black5565144
Hispanic10403060
White25704530
Two or more races<<<<
Students with Disabilities23623838
Economically Disadvantaged7544646
English Learners<<<<
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178164191385721510837317
Female982721898576154848016
Male238158191784671616836717
Black8787022-7676242787622
Hispanic<<<<<<<<30805020
White198264181888701213867414
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<<<<-363664
Economically Disadvantaged1174642667468265757025
English Learners<100<0<100<0<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3092628198869122296734
Female22876513118473161596814
Male409858228926483295625
Black17897211-818119-848416
White339259828926483398662
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged328856121478642210908110
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22684732
Female13614839
Male31764524
Asian<100<0
Black11554345
Hispanic<100<0
White26744826
Two or more races<100<0
Students with Disabilities<<<<
Economically Disadvantaged15554045
English Learners<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298355172287661318836517
Female258358171484701613847116
Male338451162890621021836217
Black7605340118675146605440
Hispanic<100<0<100<010100900
White368953112788611222896711
Two or more races<100<0<100<0<100<0
Students with Disabilities187355273645955-474753
Economically Disadvantaged19715229168064206777023
English Learners<100<0<100<0<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students47924484486421434804620
Female4992428439248840814019
Male46924684579342129805120
Asian<100<0<100<0<100<0
Black248460161879612118705330
Hispanic<100<0<<<<<100<0
White58933575488351242864414
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<8383162<<<<
Economically Disadvantaged378750132784571619735527
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

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: 85.61 State: 91.04Division: 92.56 State: 91.28Division: 95 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-kindergarten525347
Kindergarten121140133
Grade 1138127139
Grade 2135142140
Grade 3116136131
Grade 4122119134
Grade 5115119122
Grade 6143111120
Grade 7153146115
Grade 8134149151
Grade 9160164165
Grade 10143144152
Grade 11133127122
Grade 12128133156
Total Students1,7931,8101,827
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 Students179318101827
Female879869877
Male914941950
American Indian987
Asian81110
Black461455419
Hispanic767282
White119312191247
Two or more races464562
Students with Disabilities189182191
Not Students with Disabilities160416281636
Economically Disadvantaged697734936
Not Economically Disadvantaged10961076891
English Learners433449
Not English Learners175017761778
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 StudentsDivision63808050
State4917334246347093350192269
FemaleDivision37302010
State268261510112433531834822
MaleDivision26506040
State2234719145222758031851447
BlackDivision14141010
State79001054014302301415981
HispanicDivision<<<<0<
State44244514381851538310
WhiteDivision49646040
State300171650514315601740817
Two or more racesDivision<<<<0<
State222313111283616089
Students with DisabilitiesDivision0168020
State946531134691091067120
Economically DisadvantagedDivision17424030
State921814811194032621251240
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 Students15615196.815196.853.2
Female706998.66998.611.4
Male868295.38295.344.7
Black302996.72996.713.3
Hispanic0<100<10000
White12311996.711996.743.3
Two or more races0<100<10000
Students with Disabilities262492.32492.327.7
Economically Disadvantaged666395.56395.534.5
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 Taken45 / 7.98%83 / 14.61%101 / 16.97%
Advanced Placement Course Enrollment93 / 16.49%85 / 14.96%103 / 17.31%
Dual Enrollment89 / 15.78%99 / 17.43%93 / 15.63%
Governor’s School Enrollment22 / 3.9%27 / 4.75%26 / 4.37%
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 StudentsDivision1196050
State807645806228
FemaleDivision593246
State410163155223
MaleDivision602853
State397482651033
BlackDivision351460
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision784444
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision11<100
State5865307548
Economically DisadvantagedDivision371365
State228881345141
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 AssessmentsDivision---
 State502439714139
State LicensuresDivision--1
 State90516731790
Industry CertificationDivision28190154
 State6932189541100544
Workplace ReadinessDivision943061
 State283493366530775
Total Credentials EarnedDivision122220216
 State103599128850137248
Students Earning One or More CredentialsDivision116196184
 State86257104867109089
CTE CompletersDivision5962128
 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 Students57763647.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students951114136.9%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students71751621.3%
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
64.961.965.7

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
2012-20132,892.005,357.00476.00
2013-20143,185.005,831.00901.00
2014-20152,693.005,708.00784.00

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 Students15451615779155816945731556169546415831467076
Female756762532764722432739782328762643136
Male789853247794972141817913136821823940
American Indian0000000000000000
Asian0000820080119010
Black42442141340643101340146911394221912
Hispanic556206511117053174223
White10251103863103210530571033112384910511134659
Two or more races27333408423753248922
Students with Disabilities15028151914732121315030101515825723
Economically Disadvantaged663863453688912340753993840782833852
English Learners36010393114200049000
Homeless000000000000
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 Students95.0194.3794.63
Female95.1894.594.52
Male94.8594.2594.73
American Indian96.5596.4898.24
Asian96.3394.1197.23
Black95.6994.9195.49
Hispanic95.0695.7195.54
White94.7794.0794.26
Two or more races93.9594.4293.95
Students with Disabilities92.8992.0591.87
Economically Disadvantaged94.2393.6893.92
English Learners97.0197.6197.97
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 Offenses34
Technology Offenses<
Offenses Against Student18
Offenses Against Staff<
Weapons Offenses<
Property Offenses10
All Other Offenses31
Other Offenses Against Persons63
Disorderly or Disruptive Behavior Offenses80
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.502.4.442.74.383.44
Asian.446.608.547
Black25.71144.5825.13833.3322.93428.19
Hispanic4.2391.23.9781.854.4881.32
Native Hawaiian
White66.5375167.34860.3768.25466.08
Two or more races2.5662.812.4863.73.3943.96
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.502.442.383
Asian.446.608.547
Black25.71125.13822.934
Hispanic4.2393.9784.488
Native Hawaiian
White66.53767.34810068.254100
Two or more races2.5661002.4863.394
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.502.442.383
Asian.446.608.547
Black25.71125.13822.934
Hispanic4.2393.9784.488
Native Hawaiian
White66.53767.34868.254
Two or more races2.5662.4863.394
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 Students48.6647.2545.29
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 Students53.6652.2849.64
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 Students68.9967.7568.89
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: 14.09 : 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: 14.69 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional2%3%
Provisional Special Education2%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 Schools2%1%2%
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
2013-201452%42%2%4%
2014-201556%41%2%1%
2015-201654%43%2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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