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

General school information

Division: Amelia County Public Schools
Address: 8701 Otterburn Road, Suite 101 Amelia, VA 23002
Superintendent: Dr. K. David Smith
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
Accredited3

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision928792
 Virginia858687
FemaleDivision959396
 Virginia898990
MaleDivision888389
 Virginia828384
BlackDivision907897
 Virginia797981
HispanicDivision100100100
 Virginia767675
WhiteDivision929192
 Virginia899091
Two or more racesDivision100100<
 Virginia888989
Students with DisabilitiesDivision694763
 Virginia535354
Economically DisadvantagedDivision827889
 Virginia757578
Gap Group 2Division907897
 Virginia797981
Gap Group 3Division100100100
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107363271276642415786322
Female127765231381681918826518
Male97061301272602812736027
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black661553946157396615539
Hispanic5787322878702310786823
White137865221682661819836417
Two or more races6534747-6363377766924
Students with Disabilities743365783931615322768
Economically Disadvantaged865573596859329685832
English Learners-656535-76762411716129
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156349371772562815766124
Female197253281873552719816219
Male115644441572572811716129
American Indian<<<<<100<0<100<0
Asian<100<0<100<0
Black353504885244484676333
Hispanic<<<<<100<0<<<<
White217149292178572220795921
Two or more races<<<<<<<<<<<<
Students with Disabilities18553645-42425817331767
Economically Disadvantaged85952411269573110665634
English Learners<<<<<100<0<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187456261673562720836317
Female178265182481581925856015
Male196647341065563515826718
Black1752344835855438645636
Hispanic<<<<<<<<<<<<
White198364172379562126896211
Two or more races<<<<<<<<<<<<
Students with Disabilities7362964<<<<-434357
Economically Disadvantaged116554351068573214786422
English Learners<<<<<<<<<100<0
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156247381374602613624938
Female217252281582681817705330
Male105242481264533610554545
Black11291871-5050503535047
Hispanic<<<<<<<<<<<<
White187152291984651619684932
Two or more races<<<<<<<<<<<<
Students with Disabilities8312369727207310201080
Economically Disadvantaged1652364876558357575143
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127765231875572519785922
Female97566251981621922836017
Male147964211668523215735827
Black4706730856484411524148
Hispanic<<<<<100<0<<<<
White168064202279572124866214
Two or more races<<<<<<<<<<<<
Students with Disabilities135340478231577-282872
Economically Disadvantaged56964311266533410695931
English Learners<<<<<100<0<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students76659341279672118836517
Female4747026108474162393707
Male96253381373602714746026
Asian<100<0<100<0
Black2514949-6262388675833
Hispanic10706030<<<<<<<<
White87264281787701321896811
Two or more races<100<0<<<<<<<<
Students with Disabilities524197696455368383162
Economically Disadvantaged4575343767593311756425
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3767324968603215725728
Female3737027473702713756325
Male37876221266533418705230
American Indian<<<<<<<<
Black2787622105141498524448
Hispanic<100<010504050<<<<
White3747126777692319816319
Two or more races<100<0<100<0<<<<
Students with Disabilities-232377263711636312569
Economically Disadvantaged3706730558534310544446
English Learners<100<0<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students79083106918595878213
Female128877125918695888312
Male3928887928485868114
Black6868014-909010-737327
Hispanic<100<0<100<0<100<0
White7928588928387908310
Two or more races<<<<<<<<<100<0
Students with Disabilities-757525-585842-313169
Economically Disadvantaged1089791188577154757125
English Learners<100<0<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

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127665241067563315786222
Female13786522876682421826118
Male117564251260484010746426
American Indian<<<<<100<0
Asian<<<<<<<<<100<0
Black473702796152397605340
Hispanic13816919<<<<<100<0
White14786422970613019826418
Two or more races<<<<<<<<11837217
Students with Disabilities3605740255025503383562
Economically Disadvantaged-9393786053408635537
English Learners<100<0<<<<<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261063533710726228
Female16766024877702314776323
Male17725528115443466676233
American Indian<<<<<100<0
Black7706330105646448564844
Hispanic<100<0<<<<<100<0
White21755425966573411786722
Two or more races<100<0<100<0<<<<
Students with Disabilities1040306021321168-313169
English Learners<100<0<<<<<100<0
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87971211178672219826318
Female10796921974652626866014
Male67872221383701713796521
Asian<<<<<100<0
Black-78782377367276635638
Hispanic<<<<<100<0<100<0
White98171191285731525866114
Two or more races<<<<<<<<18100820
Students with Disabilities-707030<<<<6443956
Economically Disadvantaged-93937139481611675633
English Learners<100<0<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

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127562251180692011837217
Female137865221184731611867614
Male127260281277652311796821
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black665603567267283706630
Hispanic158065201377642311877613
White157963211484701614877313
Two or more races-585842-5959412767324
Students with Disabilities440366073629647423558
Economically Disadvantaged967583387264288766824
English Learners10817119983741716826618
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students266841321376642412796721
Female307141291076662412847216
Male236441361577622313736127
American Indian<100<0<100<0<100<0
Asian<100<0<100<0
Black2058384385648447635637
Hispanic<<<<<<<<<<<<
White307343271582671814857115
Two or more races<<<<<<<<<<<<
Students with Disabilities9453655-42425825421758
Economically Disadvantaged216545351268563211695831
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298354172779512119806120
Female288758132983541718796121
Male297950212675492520826218
Black10726228186951314646036
Hispanic<<<<<<<<<100<0
White368751133485511524866214
Two or more races<100<0<<<<<<<<
Students with Disabilities-383862<<<<-232377
Economically Disadvantaged168064201974552614766324
English Learners<<<<<<<<<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247450261780632022745326
Female267953212285631520846416
Male216948311275632524664334
Black11685732-6666343696731
Hispanic<<<<<<<<<<<<
White277548252487641331784722
Two or more races<100<0<<<<<<<<
Students with Disabilities8231577-20208020301070
Economically Disadvantaged19684932970613013665334
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6716529984751611907910
Female567633369286811897911
Male77467261377642312907810
Black4605640-8080207817419
Hispanic<100<0<100<0<100<0
White8776923138471161592778
Two or more races<<<<<100<0<100<0
Students with Disabilities8383162-252575-535347
Economically Disadvantaged259574147268287878013
English Learners<100<0<100<0<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students242405846763331656435
Female357544337068303757225
Male23432666645836-555545
Black329267155752435605540
Hispanic<<<<<<<<<<<<
White24745535747026-636337
Two or more races<<<<<<<<<100<0
Students with Disabilities530257018553645817883
Economically Disadvantaged14039602615939-636337
English Learners<<<<<100<0<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5827718108272187867914
Female4868114109079105908510
Male6797321117666249827418
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black-767624117463264615739
Hispanic<100<0<<<<<<<<
White885771512867414795885
Students with Disabilities-575743285628446534747
Economically Disadvantaged571662997971219766724
English Learners<100<0<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students576712458681146837617
Female275732539188912887712
Male877692368376172787622
Asian<100<0<100<0<100<0
Black-717129-95955-686832
Hispanic<<<<<<<<<<<<
White5777223686801410867614
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<8312369-484852
Economically Disadvantaged-71712977669241797721
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37975216797321592878
Female58075202807820397933
Male176752497869226888212
Black2706730-707030-797921
Hispanic<<<<<<<<<100<0
White38380178827418696904
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<-40406010706030
Economically Disadvantaged1706930-7272282878513
English Learners<100<0<100<0<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students109281898879121195845
Female88880126857915694886
Male1395825129079101697813
Black-8989115797421<<<<
Hispanic<100<0<<<<<100<0
White16917698908210998892
Two or more races<100<0<100<0<<<<
Economically Disadvantaged487831358682147100930
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students779722177872228807220
Female578732247671246797221
Male9807120981721910817119
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black172702826259382666434
Hispanic4817819665593511827118
White9827218986771411867614
Two or more races683781757974214656235
Students with Disabilities-50505065044502413959
Economically Disadvantaged469653146964314706630
English Learners<<<<66761336787222
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157661241472582817705230
Female147864221172612817735627
Male167458261771542918674933
Black764573673831623575443
Hispanic<<<<<<<<<<<<
White207859221884661623785422
Two or more races<100<0<<<<<<<<
Students with Disabilities-3838627201380-202080
Economically Disadvantaged10695931105949418595141
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students280782057569256797221
Female179772127371274777323
Male381781987668249807120
American Indian<<<<<100<0
Black-73732735654444605640
Hispanic<100<010706030<<<<
White283811768377178857715
Two or more races<100<0<<<<<<<<
Students with Disabilities-55554554742536565044
Economically Disadvantaged275732537068304666234
English Learners<100<0<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students874662667569253807720
Female773662737067305817719
Male9746526108070202797721
Asian<100<0<100<0<100<0
Black-7070303575343-717129
Hispanic<<<<<<<<10807020
White1176652488172195878213
Two or more races<<<<-909010<<<<
Students with Disabilities<<<<8463854-9991
Economically Disadvantaged454504636259382706830
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-79792168479167898111
Female-82821847773232848216
Male-7676248958651495815
Black-767624-797921-858515
Hispanic<100<0<<<<<100<0
White-797921789821110908010
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged-6767334777323-808020
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students988791238684147857815
Female381791918685143817819
Male1696804386831410887812
Black-767624-7575252666334
Hispanic<<<<973642710908010
White1393807394916995865
Two or more races<<<<<100<0<<<<
Students with Disabilities<100<0-606040-646436
Economically Disadvantaged481771937774231818019
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218665141884661620856515
Female168569151583691716856915
Male268660142185641524846016
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black7807320674682610746426
Hispanic18826418198768131991729
White278861122389651125886312
Two or more races11897811581761913907710
Students with Disabilities15473253125543456453955
Economically Disadvantaged147763231075652513786522
English Learners<<<<1585691510908110
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11857315882731812837217
Female683771747571258847616
Male158671141288761216836717
Black7777023-77772313655235
Hispanic<<<<<<<<<<<<
White138774131285731513897611
Two or more races<100<0<<<<-909010
Students with Disabilities6534747850425020604040
Economically Disadvantaged771642966357379706130
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138572151083731710786822
Female985761548480165777223
Male178467161683671713796621
Black-76762427876222666434
Hispanic<<<<3080502010908010
White188870121386741414826818
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<-363664-363664
Economically Disadvantaged674682657570253686532
English Learners<100<0<<<<<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1988691222967342194736
Female1184731615968141193827
Male289264832956253095655
Black-818119-8484169887912
Hispanic<<<<<100<0<100<0
White289264833986622597723
Two or more races<<<<<100<0<100<0
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged14786422109081101691749
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228766131883651721896811
Female148470161384711618897211
Male289062102183621724896511
American Indian<<<<<100<0
Black11867514660544012806820
Hispanic<100<010100900<100<0
White27886112228967112491669
Two or more races<100<0<100<0<100<0
Students with Disabilities3645955-4747536565044
Economically Disadvantaged1680642067770238827318
English Learners<100<0<100<0<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students448642143480462040844416
Female43924884081401936854915
Male457934212980512045833817
Black187961211870533020725228
Hispanic<<<<<100<0<100<0
White548835124286441447884113
Two or more races<100<0<<<<<<<<
Students with Disabilities8383162<<<<7433657
Economically Disadvantaged278457161973552728835617
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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 95 State: 90.38Division: State:Division: State:

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

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten475349
Kindergarten133124125
Grade 1139141118
Grade 2140146153
Grade 3131140137
Grade 4134134143
Grade 5122133136
Grade 6120120132
Grade 7115121125
Grade 8151118127
Grade 9165160147
Grade 10152158140
Grade 11122107127
Grade 12156153133
Total Students1,8271,8081,792
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students182718081792
Female877866865
Male950942927
American Indian787
Asian10109
Black419419377
Hispanic829685
White124711861224
Two or more races628988
Students with Disabilities191187197
Not Students with Disabilities163616211595
Economically Disadvantaged936836807
Not Economically Disadvantaged891972985
English Learners496361
Not English Learners177817451731
Homeless21
Military Connected293947
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision66736090
State4978334420271095854971970
FemaleDivision35313030
State27214151999363331873682
MaleDivision31423060
State2256919221177462536241288
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision19172000
State79241059810702211500849
HispanicDivision<<<<<<
State47504926292891961258
WhiteDivision40483080
State299871610511585831716709
Two or more racesDivision<<<<0<
State23641473934417494
Students with DisabilitiesDivision096040
State1022603527101341172104
Economically DisadvantagedDivision13333060
State959515820159443026401137
Military ConnectedDivision<<<<0<
State175295542122029
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 Students15414594.214594.295.8
Female726995.86995.834.2
Male827692.77692.767.3
American Indian0<100<10000
Asian0<100<10000
Black38381003810000
Hispanic0<<<<<<
White999191.99191.988.1
Two or more races0<100<10000
Students with Disabilities191578.91578.9421.1
Economically Disadvantaged554989.14989.1610.9
Military Connected0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken83 / 14.61%101 / 16.97%80 / 13.84%
Advanced Placement Course Enrollment85 / 14.96%103 / 17.31%82 / 14.19%
Dual Enrollment99 / 17.43%93 / 15.63%105 / 18.17%
Governor’s School Enrollment27 / 4.75%26 / 4.37%24 / 4.15%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision1256647
State800275758028
FemaleDivision633643
State404623112723
MaleDivision623052
State395652645333
AsianDivision0<100
State5267459213
BlackDivision361850
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision784641
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision471862
State224071294742
English LearnersDivision0<100
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision---
 State397141393623
State LicensuresDivision-1-
 State167317901964
Industry CertificationDivision190154161
 State89541100544109590
Workplace ReadinessDivision306172
 State336653077542313
Total Credentials EarnedDivision220216233
 State128850137248157490
Students Earning One or More CredentialsDivision196184206
 State104867109089126113
CTE CompletersDivision62128136
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
61.965.766.4

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,185.005,831.00901.00
2014-20152,693.005,708.00784.00
2015-20162,812.005,820.00787.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students15581694573155616954641583146707614412008990
Female764722432739782328762643136711943933
Male7949721418179131368218239407301065057
American Indian0000000000000000
Asian8200801190109001
Black40643101340146911394221912350332420
Hispanic651111705317422377654
White1032105305710331123849105111346599261525461
Two or more races40842375324892271954
Students with Disabilities14732121315030101515825723129321527
Economically Disadvantaged6889123407539938407828338526761014559
English Learners39311420004900058400
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.3794.6393.86
Female94.594.5294.05
Male94.2594.7393.68
American Indian96.4898.2496.14
Asian94.1197.2395.31
Black94.9195.4994.54
Hispanic95.7195.5494.67
White94.0794.2693.51
Two or more races94.4293.9593.87
Students with Disabilities92.0591.8790.21
Economically Disadvantaged93.6893.9293.07
English Learners97.6197.9796.11
Foster Care97.1
Military Connected96.6394.54
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses30
Technology Offenses<
Offenses Against Student22
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses13
Other Offenses Against Persons51
Disorderly or Disruptive Behavior Offenses57
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4420.740.3830.440.442
Asian0.6080.5470.553
Black25.13833.3322.93428.1923.17524.83
Hispanic3.9781.854.4881.325.312.01
Native Hawaiian
White67.34860.3768.25466.0865.59770.47
Two or more races2.4863.73.3943.964.9232.68
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4420.3830.442
Asian0.6080.5470.553
Black25.13822.93423.175
Hispanic3.9784.4885.31
Native Hawaiian
White67.34810068.25410065.597
Two or more races2.4863.3944.923
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4420.3830.442
Asian0.6080.5470.553
Black25.13822.93423.175
Hispanic3.9784.4885.31
Native Hawaiian
White67.34868.25465.597
Two or more races2.4863.3944.923
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students47.2545.2945.67
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students52.2849.6454.01
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students67.7568.8966.91
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

2015-2016 Grades K-7 Student Teacher Ratio: 15.42 : 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 iconstudent ratio icon

2015-2016 Grades 8-12 Student Teacher Ratio: 14.26 : 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
 2015-20162016-2017
Provisional3%7%
Provisional Special Education2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%2%1%
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201556%41%2%1%
2015-201652%45%2%1%
2016-201750%44%1%5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Amelia County Public Schools to top