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General school information

Division: Amherst County Public Schools
Address: 153 Washington St Amherst, VA 24521
Superintendent: Dr. R Steven Nichols
Region: 5
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 Schools10
Fully Accredited7
Accreditation Denied2
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 StudentsDivision838583
 Virginia848586
FemaleDivision888889
 Virginia888989
MaleDivision808179
 Virginia818283
American IndianDivision<<100
 Virginia788484
AsianDivision100100100
 Virginia909092
BlackDivision827881
 Virginia777979
HispanicDivision8590<
 Virginia767676
WhiteDivision848784
 Virginia898990
Two or more racesDivision10089<
 Virginia898889
Students with DisabilitiesDivision495135
 Virginia525353
Economically DisadvantagedDivision797977
 Virginia747575
English LearnersDivision100100
 Virginia676767
Gap Group 2Division827881
 Virginia777979
Gap Group 3Division8590<
 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 Students127361271377642312776523
Female137763231581661913806720
Male106959311173622711746326
American Indian-67673315100850-838317
Asian<100<027100730<100<0
Black558534276356375656035
Hispanic10796921377732312907810
Native Hawaiian<100<0<100<0<100<0
White147764231582661814806620
Two or more races126351371076662415776223
Students with Disabilities836286474740537473953
Economically Disadvantaged864573686760337696231
English Learners<<<<<<<<9645536
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126956311573582714736027
Female177660241581661913746126
Male96354371567513315735827
American Indian<100<0<100<0<<<<
Black75347478534547-525248
Hispanic-737327-808020<<<<
White157258281979602118786122
Two or more races9595041157358275585342
Students with Disabilities6504450646405412493751
Economically Disadvantaged656504496758338625538
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126251381575612515725828
Female126553351675592515816519
Male115948411376632414655135
American Indian<<<<<<<<
Black7575143126149397585142
Hispanic<<<<1080702010807020
White156651341678622218765824
Two or more races-474753977682316766024
Students with Disabilities532276865751438423558
Economically Disadvantaged653474787061307686132
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156954312178572219806120
Female187052302383601724815819
Male126856321871532916796421
Black55752431571562915705530
Hispanic<100<0<100<0892838
White177457262479552121826218
Two or more races27451855780732023775423
Students with Disabilities52823731464503615695431
Economically Disadvantaged85851421367553311695831
English Learners<100<0<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137259281471572914776323
Female127664242175542515826718
Male14685432968603213715829
Black651444965852426635737
Hispanic<<<<<<<<<100<0
White157964211777602317806320
Two or more races21715029862543811847416
Students with Disabilities835276554338573504750
Economically Disadvantaged13685532459554111685732
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177558251177672311786722
Female228361171180682013857315
Male13685532107565259726228
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black858494245551455716629
Hispanic13675333<100<0<<<<
White218161191484701611806920
Two or more races23775423681751915776223
Students with Disabilities1433196773932613464354
Economically Disadvantaged1368553276962315736827
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students972632897969217746826
Female9776823128573158756725
Male1068583277366276746826
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black452484846258384605640
Hispanic<100<0-646436<100<0
White10786822128574157787122
Two or more races6565044179275815776223
Students with Disabilities11342366113726634383362
Economically Disadvantaged667613376861323666334
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students487831368680146837717
Female588831278982117857815
Male286841458378186827718
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black176752448076203747126
Hispanic<100<0-676733<100<0
White490861078982116867914
Two or more races<100<0<<<<17877013
Students with Disabilities639326134441564343066
Economically Disadvantaged181801957166294807620
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147258282175542518735527
Female208060202682561823775423
Male96556351669533114705630
American Indian<<<<<<<<<<<<
Asian20705030<100<0<100<0
Black6524648115847429564644
Hispanic228967111656404431855415
White177961212382591821805920
Two or more races-6565352976472415705530
Students with Disabilities133320671136256411392861
Economically Disadvantaged96455361363503714655035
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107160291776582419745626
Female138168192385611523785522
Male86153391268563215715729
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black6494351962533813564444
Hispanic<<<<23543146<100<0
White127765231983641721816019
Two or more races-676733277345278625438
Students with Disabilities21341466133321675433857
Economically Disadvantaged106454361166553413655135
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177862222475502518725528
Female268660142979512124765324
Male97363272070503013695631
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black7595241145440467554845
Hispanic<100<08585042<<<<
White208464162781541921795721
Two or more races<<<<<<<<20755525
Students with Disabilities14392561938296217361964
Economically Disadvantaged669633117594241<<<<
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 Students97263281278662210756625
Female107565251281691910786922
Male86961311176642410726328
American Indian-505050-878713-757525
Asian33100670<100<02392698
Black458544266862325645836
Hispanic7736627138471169787022
Native Hawaiian<100<0<<<<<100<0
White117666241382681812796821
Two or more races7676033157156296726528
Students with Disabilities741345985143496494351
Economically Disadvantaged662563887163297706430
English Learners<<<<<<<<-383863
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106151391472582813736027
Female106858321274622611726128
Male105545451670543014746026
American Indian<100<0<<<<<<<<
Black4433957662553810534347
Hispanic-404060<<<<20806020
White126654341674582614786422
Two or more races552484824684432-535347
Students with Disabilities443385724644545474253
Economically Disadvantaged450465086759338655735
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207656242187661319806020
Female227856222290691020846416
Male197456262083631719755725
American Indian<<<<<100<0
Black10746526167660249665734
Hispanic<100<05090401010908010
White247753232189681124836017
Two or more races136956312287651320765624
Students with Disabilities8433557127159296433857
Economically Disadvantaged13705730158469169786922
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156348372478542217786222
Female196748332582571821836317
Male126048402272502813746126
Black54338571769523113665334
Hispanic<<<<<100<017836717
White197051302680542018826418
Two or more races97364271975562511705930
Students with Disabilities53732631449345110635337
Economically Disadvantaged95344471270583014725928
English Learners<100<0<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students372692838481161868514
Female27270283888612-93937
Male573682748177193787622
Black363593858277183848216
Hispanic<<<<<100<0<100<0
White476732438481161868514
Two or more races<<<<-909010-94946
Students with Disabilities649435187063307736727
Economically Disadvantaged470663048379172858315
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students852444886658347645636
Female954454696960319706130
Male750435076356376585242
Black331286935350473504750
Hispanic10302070<<<<<<<<
White9605140117059309695931
Two or more races13534047-545446-696931
Students with Disabilities11291871103727633262474
Economically Disadvantaged644385635956414575443
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students775682587264287837617
Female778712287668246837717
Male772652886961318827518
American Indian<<<<<<<<
Asian<100<0<100<0<100<0
Black466613435451461767424
Hispanic-1001000-585842<100<0
White77770231080702010857515
Two or more races1369563115695431-828218
Students with Disabilities10382862103828637534747
Economically Disadvantaged672672846157394767224
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students274722628078204666234
Female379762128684145696431
Male271692937673244646136
American Indian<<<<<<<<<<<<
Black-595941-7878224555145
Hispanic7807320-858515-535347
White380782038278184736927
Two or more races-636337-6868325595541
Students with Disabilities2403860-353565-444456
Economically Disadvantaged264623616968312545246
English Learners<<<<<100<0<<<<
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students582771847672245726728
Female584791657368274757025
Male479762137976215696431
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black3666334-5858421575543
Hispanic<<<<10807020-808020
White586811458479166777223
Two or more races<100<0-3636646716529
Students with Disabilities-4242585585342-282872
Economically Disadvantaged467643326765335666134
English Learners<100<0<<<<<<<<
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1796804249369711857515
Female179678423957159877813
Male1697813249167912837117
Asian<100<0<100<0<100<0
Black5868214128068208837518
Hispanic<100<0<100<0<<<<
White1998802249672411857415
Two or more races<<<<<100<0<100<0
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged1493807329260810867614
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

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 Students128271181384711610827218
Female118371171286731410827318
Male128270181383701710837217
American Indian-909010<<<<<<<<
Asian<100<0<100<030100700
Black568643267165292696731
Hispanic2918891780632017856815
White148773131589741112877513
Two or more races774672687870226777123
Students with Disabilities9534447105747439595041
Economically Disadvantaged775672597768237756825
English Learners<100<0<<<<<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146752331884661617816419
Female136956311685681517786122
Male166549352083631717836617
Black44440561474602611675733
Hispanic<100<0<100<025835817
White187558252087671319846516
Two or more races1855364568175198736527
Students with Disabilities83325681467533315725728
Economically Disadvantaged85649441177672312726028
English Learners<100<0<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4706730458236187716529
Female3676533<100<06746826
Male5746926<<<<7696231
Asian<100<0<100<0
Black2585642<<<<-525248
Hispanic<100<0<100<0
White5747026<100<09776823
Two or more races-737327-757525
Students with Disabilities16483252<<<<8322468
Economically Disadvantaged4736927<<<<4615739
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8847616981721910837417
Female9867814782751811867514
Male7827518118170198817319
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<100<0
Black370673027270281706930
Hispanic-858515<<<<17836717
White108979111186751412897711
Two or more races5767124-6363384777323
Students with Disabilities33835627504350-585842
Economically Disadvantaged776692457166298786922
English Learners<100<0<<<<<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15957951494806594896
Female11958451696804593887
Male21957451392798596914
Asian<100<0<100<0<100<0
Black4928888888012-93938
Hispanic<100<0<<<<<<<<
White18957751595815595905
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged59287814937974898511
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9887812108272188857715
Female12867514108374175827718
Male88981111181701911887712
American Indian<100<0<100<0<100<0
Black281791936662341747326
Hispanic<100<011726128-707030
White13917891390771011907910
Two or more races-646436577732312827118
Students with Disabilities8585043-474753-595941
Economically Disadvantaged680742077669244827818
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217857221982621817816319
Female207858221680642014806520
Male227956212283611720816219
American Indian20806020<100<038854615
Asian<100<0<100<0<100<0
Black1366523497162297706330
Hispanic168872121982631820826218
White248258182286631420856515
Two or more races237855221869513124734927
Students with Disabilities155236481860424010514249
Economically Disadvantaged167155291473592712766424
English Learners<<<<<<<<<<<<
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students477732388072209827318
Female378752248076207797221
Male47772231379672111847316
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black267663336361374706630
Hispanic<100<010807020<<<<
White57975211086761411867514
Two or more races<<<<<<<<15806520
Students with Disabilities-45455574538555453955
Economically Disadvantaged163623796456365746826
English Learners<100<0<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22694731
Female22664534
Male23724928
American Indian<<<<
Asian<100<0
Black10564744
Hispanic<100<0
White26744826
Two or more races36642736
Students with Disabilities6292471
Economically Disadvantaged14594541
English Learners<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168872121987681313847116
Female11877513178669147827518
Male218968112089681118866714
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black98373176777123-727228
Hispanic<100<014715729<100<0
White18907110269368717887112
Two or more races-797921787801315776223
Students with Disabilities136350384686432-555545
Economically Disadvantaged12847116147964217827518
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127260281277652311726228
Female10726228576712410695931
Male137259281878602211766424
American Indian<100<0<100<0<<<<
Black455514556863323615839
Hispanic<<<<3090601010605040
White147663241380672013786522
Two or more races22836117-5858426595341
Students with Disabilities3333067153823625454155
Economically Disadvantaged864563697061309655735
English Learners<<<<<<<<<<<<
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0<<<<
Male<100<0<100<0<<<<
White<100<0<100<0<<<<
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23765324
Female19735427
Male26785222
Asian<100<0
Black10604940
Hispanic<100<0
White26825619
Two or more races27674033
Students with Disabilities9433457
Economically Disadvantaged17695231
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237754231780632016816519
Female238058201679632112837117
Male247551251781631920806020
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black961533976862321686732
Hispanic20806020<<<<<<<<
White308353172185651521876613
Two or more races157762232150295025674233
Students with Disabilities632266884133596352965
Economically Disadvantaged14705630107262289766724
English Learners<<<<<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students327846223783461735834717
Female307748233681451933855215
Male357944213986471438804320
American Indian<100<0<100<0
Black387840222776492425775223
Hispanic<<<<3080502050803020
White327846224085451536854915
Two or more races258156193682451848803220
Students with Disabilities-3737632269473114513749
Economically Disadvantaged227149292676502426805320
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: 94.43 State: 91.04Division: 91.23 State: 91.28Division: 93.44 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-kindergarten122137130
Kindergarten348313301
Grade 1326345298
Grade 2328342328
Grade 3300319326
Grade 4291316331
Grade 5288278310
Grade 6311284275
Grade 7299311293
Grade 8332307309
Grade 9379348319
Grade 10340355325
Grade 11286324341
Grade 12341289324
Post Graduate016
Total Students4,2914,2694,216
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 Students429142694216
Female205120182044
Male224022512172
American Indian373838
Asian181620
Black935935901
Hispanic131126141
Native Hawaiian353
White293529062848
Two or more races232243265
Students with Disabilities559581581
Not Students with Disabilities373236883635
Economically Disadvantaged209823841853
Not Economically Disadvantaged219318852363
English Learners8723
Not English Learners428342624193
Homeless102710
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 StudentsDivision147154410911
State4917334246347093350192269
FemaleDivision89622427
State268261510112433531834822
MaleDivision58922674
State2234719145222758031851447
American IndianDivision<<<<<<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision22453233
State79001054014302301415981
HispanicDivision180001
State44244514381851538310
WhiteDivision119930755
State300171650514315601740817
Two or more racesDivision270102
State222313111283616089
Students with DisabilitiesDivision0324042
State946531134691091067120
Economically DisadvantagedDivision256545510
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students3353059131794.692.7
Female16615392.215895.221.2
Male16915289.915994.174.1
American Indian0<<<<<<
Asian0<100<10000
Black787089.77393.633.8
Hispanic1099099000
White22921292.621995.652.2
Two or more races129751191.700
Students with Disabilities423685.73685.749.5
Economically Disadvantaged1149482.510188.654.4
English Learners0<100<10000
Homeless0<<<<00
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken110 / 8.17%123 / 9.35%123 / 9.4%
Advanced Placement Course Enrollment112 / 8.32%174 / 13.22%205 / 15.66%
Dual Enrollment104 / 7.73%92 / 6.99%112 / 8.56%
Governor’s School Enrollment15 / 1.11%14 / 1.06%8 / .61%
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 StudentsDivision31417146
State807645806228
FemaleDivision17010638
State410163155223
MaleDivision1446555
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision673745
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision21811746
State467663441226
Two or more racesDivision171041
State3210234527
Students with DisabilitiesDivision21<100
State5865307548
Economically DisadvantagedDivision1265457
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 CertificationDivision183185375
 State6932189541100544
Workplace ReadinessDivision93194-
 State283493366530775
Total Credentials EarnedDivision276379376
 State103599128850137248
Students Earning One or More CredentialsDivision236282321
 State86257104867109089
CTE CompletersDivision8090115
 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 Students1051818446.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1221759554.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10916510865.5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
68.170.570.6

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
2012-20133,248.005,671.00916.00
2013-20143,609.005,840.00937.00
2014-20153,425.006,124.00962.00

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 Students3580468159278381732912615837223301431403423435188251
Female1702218821421813175676417811666565167922278113
Male18782507713620041545994194116478751744213110138
American Indian25838313223003432224
Asian16000170001600015202
Black821943258852503832836503224749833347
Hispanic1081327116849112126411210716
Native Hawaiian0000000000000000
White2443322112191260225269103251223996922288297139168
Two or more races1633110141961613112122961522540714
Students with Disabilities447642241496592320469503022428622546
Economically Disadvantaged165825088129197922094112171821796901725235113158
English Learners000000002112023022
Homeless383320611031136720446
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students94.7794.8793.62
Female94.7494.8993.74
Male94.7994.8593.51
American Indian92.6893.0392.03
Asian97.2596.3394.58
Black95.2295.5594.54
Hispanic93.5894.0791.64
Native Hawaiian96.5389.9790.89
White94.7694.8293.46
Two or more races93.8393.693.51
Students with Disabilities94.2394.393.08
Economically Disadvantaged93.8393.8992.98
English Learners95.696.1392.95
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 Offenses90
Technology Offenses18
Offenses Against Student60
Offenses Against Staff18
Weapons Offenses12
Property Offenses14
All Other Offenses<
Other Offenses Against Persons177
Disorderly or Disruptive Behavior Offenses380
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.862.21.89.54.901.87
Asian.419.375.18.474.22
Black21.7938.3521.90234.6621.37127.49
Hispanic3.0532.122.9522.533.3443.25
Native Hawaiian.07.117.071
White68.39951.0668.07254.5167.55259.74
Two or more races5.4078.265.6927.586.2868.44
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.862.89.901
Asian.419.375.474
Black21.793021.90246.1521.37136
Hispanic3.0532.9523.853.344
Native Hawaiian.07.117.071
White68.39956.6768.07238.4667.55252
Two or more races5.40713.335.69211.546.28612
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.862.89.901
Asian.419.375.474
Black21.7921.90221.371
Hispanic3.0532.9523.344
Native Hawaiian.07.117.071
White68.39968.07267.552
Two or more races5.4075.6926.286
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 Students51.2150.1850.67
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students43.9443.6347.63
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 Students78.677.6777.31
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 11.52 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 9.22 : 1

student 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
Provisional3%3%
Provisional Special Education0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201454%44%0%2%
2014-201552%46%0%2%
2015-201651%46%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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