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

General school information

Division: Arlington County Public Schools
Address: 1426 N Quincy St Arlington, VA 22207
Superintendent: Dr. Patrick K. Murphy
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools32
Fully Accredited32

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 StudentsDivision858583
 Virginia858687
FemaleDivision878788
 Virginia898990
MaleDivision838279
 Virginia828384
American IndianDivision<<<
 Virginia848481
AsianDivision858986
 Virginia909293
BlackDivision837784
 Virginia797981
HispanicDivision707064
 Virginia767675
WhiteDivision959797
 Virginia899091
Two or more racesDivision939288
 Virginia888989
Students with DisabilitiesDivision655464
 Virginia535354
Economically DisadvantagedDivision747272
 Virginia757578
English LearnersDivision6265100
 Virginia676762
Gap Group 2Division837784
 Virginia797981
Gap Group 3Division707064
 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 Students278660142987581329875713
Female308958113288561233895611
Male238461162585601526855915
American Indian197152291673572712715929
Asian239067102690641028906210
Black127462261274622614766324
Hispanic137159291473592715735827
Native Hawaiian8837517<100<03691559
White379659439955654095555
Two or more races369357737935673995565
Students with Disabilities135947411760434016604540
Economically Disadvantaged116958311271592913705730
English Learners116453361366533413695631
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298757132889601130855515
Female318857123290581033865414
Male288557152587621328845616
American Indian<<<<2979502120806020
Asian279164927926583292598
Black137461261079692113786522
Hispanic217453262379562122725028
Native Hawaiian<100<0<100<0
White379557534946163791559
Two or more races389557540935374295545
Students with Disabilities166651342470453025654035
Economically Disadvantaged177254282078582219715229
English Learners167357272480562022745126
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348652143286541434875313
Female409049103586511439895111
Male288355172985561530855515
American Indian<100<0<<<<<<<<
Asian3291599279164935895411
Black107060301575602516776123
Hispanic186951311570553016725628
White459551545955054696514
Two or more races409252842975534993447
Students with Disabilities185739431561463919674733
Economically Disadvantaged136955311169583116725528
English Learners167054301168573216725628
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388749134389461139895011
Female418847124890431042894811
Male348652143988491237895211
American Indian<<<<<100<0<<<<
Asian339158938935573693587
Black268054201777612327835617
Hispanic167054302177562321775623
White509645458953855296444
Two or more races559439648934475198472
Students with Disabilities195940412263413715624838
Economically Disadvantaged166853321674592618765824
English Learners136552351473592717776023
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268256183383501734865214
Female288556153886471440894911
Male247955212980522029835417
American Indian<<<<<<<<<100<0
Asian268761132989591133905710
Black116454361972532813695631
Hispanic96455361662473812665434
White389456645934974796484
Two or more races3488541243955253793567
Students with Disabilities104838521747305314534047
Economically Disadvantaged85951411260484010635337
English Learners8484152104938519645636
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268862122487631326866014
Female30916193089591131885712
Male218564151986671421836217
American Indian<100<0<<<<<<<<
Asian18917292590651022896811
Black13756225976672417735627
Hispanic127765231275632513705730
White369661434966243495615
Two or more races399253833936073796594
Students with Disabilities106353371559454114533947
Economically Disadvantaged9726328869613110655535
English Learners861533985446468645636
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188366172283621726855915
Female248662142587621330885712
Male128169191980612021826118
American Indian<<<<<100<0<<<<
Asian128775132086651427865914
Black10696031116654349746426
Hispanic8615339768613211726128
White269670432956453793577
Two or more races1895775308959113493597
Students with Disabilities64842521452384813483552
Economically Disadvantaged660544086456368655735
English Learners643375784436566555045
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11928181389761111897811
Female1393807169074101391789
Male9908110108979119877813
American Indian<<<<<<<<<<<<
Asian79386799081106888212
Black383801737470263807720
Hispanic586811438177194827818
Native Hawaiian<100<0<<<<
White189880221987721896774
Two or more races169478623957251598833
Students with Disabilities7777023116757337736627
Economically Disadvantaged383801747773233767224
English Learners174732616564353686532
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 Students378548153685491539864714
Female438946114288461245894411
Male328150193182511833835017
American Indian<<<<18735527<<<<
Asian318857123388551240894911
Black137259281471572918725428
Hispanic157156291771552920765624
Native Hawaiian<<<<<<<<
White569640454954155594406
Two or more races4887391345934875393407
Students with Disabilities125240481651354913574343
Economically Disadvantaged106858321169583113705730
English Learners554504655550458645636
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398243183883451740864614
Female478639144388451247894211
Male327847223378452233835117
American Indian<<<<<100<0<<<<
Asian308454163789521140905010
Black156751331866483417695131
Hispanic166043401966473422755325
White559540552944265295425
Two or more races5187361347924485393407
Students with Disabilities104131591843265713513849
Economically Disadvantaged115746431363513716685232
English Learners73529651246345411635337
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358853123587521339864714
Female39925384189471144894511
Male328453162985561534834917
American Indian<<<<<<<<<100<0
Asian33936072987581340884812
Black127664241176652419755625
Hispanic148066201476622418775923
Native Hawaiian<100<0<<<<
White569640456964045894366
Two or more races4588421242945265294416
Students with Disabilities156651341358454214614839
Economically Disadvantaged97869221074642611716029
English Learners368643216059406645836
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 Students278760132687601326866014
Female278962112687611326876113
Male278659142786591426865914
American Indian97364271280672010766624
Asian299364730916193091609
Black127665241075652510766624
Hispanic137764231275642511746226
Native Hawaiian1388751323926981994756
White389557537945763694586
Two or more races349258838935573793567
Students with Disabilities106050401162513812604840
Economically Disadvantaged11766424117362279726328
English Learners127462261172602811736227
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278457162986571427835617
Female238361172785571524815819
Male308454163087571330845416
American Indian<<<<1479642110706030
Asian309060103286541431885712
Black12675433108070208726428
Hispanic127260281271582914675333
Native Hawaiian<100<0<100<0
White379255838945663591569
Two or more races309766346934874594496
Students with Disabilities105242481357444318543646
Economically Disadvantaged10685832117059309665734
English Learners137158291372592812695731
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students439047104189481137875013
Female41914994088481234875313
Male448946114290481041874613
American Indian<100<0<<<<<<<<
Asian4494506429452643904710
Black207858222378552215796521
Hispanic227856221979602114705530
White559641455954055296444
Two or more races459448656974135095455
Students with Disabilities206342371563473717584142
Economically Disadvantaged217958211877592313705730
English Learners218058201878602215725828
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students428745134288451241884712
Female408948114288461240894811
Male438643144387441342884612
American Indian<<<<<100<0<<<<
Asian389154947914494597523
Black288354172277552324765224
Hispanic257549252273522721765524
White529441653954255495415
Two or more races5890311055923785596414
Students with Disabilities155641441762453813564344
Economically Disadvantaged217453262173532719755625
English Learners217251281873552720775723
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258964112287651320876713
Female278963112289661122896711
Male248965112285631518856715
American Indian<100<0<<<<<100<0
Asian269670427916492794676
Black1278662287567259817219
Hispanic12817019107868226746826
White399758333956253194646
Two or more races289163923937072092728
Students with Disabilities126856321360484010625138
Economically Disadvantaged878702297465266756925
English Learners878702296859326777023
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258257182278572227805320
Female258459162079582128805320
Male257955212378552227805320
Asian31926082382591831794821
Black1269583165852429635437
Hispanic86961311066573412635137
White379154932915993892548
Two or more races38885012398849123293617
Students with Disabilities114635541044345614483452
Economically Disadvantaged8685932860534011594841
English Learners7635537757504311604940
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158268181786691415846816
Female188769131688721217866914
Male117866221783661714816819
American Indian<100<0<100<0<100<0
Asian13857215239875222876513
Black975652586860325716629
Hispanic10695931107465266746826
White209473621947362292708
Two or more races1893767269871223866314
Students with Disabilities65347471558434210463654
Economically Disadvantaged6686132107160295696431
English Learners3575443116251387746726
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149076101287751314907710
Female1493797149075101692758
Male148774131085751511897811
American Indian<<<<<<<<<<<<
Asian1696804158873121995765
Black583771738279185827818
Hispanic381781948177194848016
Native Hawaiian<100<0<<<<<100<0
White229673420947462196754
Two or more races1792758199071102396734
Students with Disabilities372692817271281757425
Economically Disadvantaged482781838177194848016
English Learners382791817978214827818
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188769132085641519866714
Female208869122186651420866714
Male168670142083641719866714
American Indian-404060<<<<<100<0
Asian1893757229472620896911
Black271692966761338746626
Hispanic678722356863328746626
Native Hawaiian<100<0<100<0<<<<
White299768331966542796694
Two or more races3291609328957113792548
Students with Disabilities365623566256385686332
Economically Disadvantaged475712556763335716629
English Learners571662935957415676233
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2993647259165927906310
Female289467627926582792658
Male30916292489661126886212
American Indian<100<0<100<0<<<<
Asian399355728946662794686
Black9877813108171199817319
Hispanic188770131484701611796821
Native Hawaiian<100<0<100<0<100<0
White369661433946163695595
Two or more races2995665359863234905610
Students with Disabilities10776723683761715796321
Economically Disadvantaged188870121382691811796821
English Learners14847016147864227766924
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 Students208565152486621424866214
Female188567152386631423856215
Male218463162586611425866114
American Indian10756525-8686149615239
Asian168771131988681321876713
Black573682787365278756725
Hispanic770623087465269716229
Native Hawaiian-828218<<<<<<<<
White319664438965843696604
Two or more races289466636945963895575
Students with Disabilities7595241106656349625438
Economically Disadvantaged568633267064306686232
English Learners359564145955415635837
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218160193486521430825318
Female208262183386541428815219
Male238057203585501531845316
American Indian<<<<<100<0<<<<
Asian128371173085551529845516
Black106757331576612412716029
Hispanic86052401369563111655435
White319362747944764394516
Two or more races309363736915594898502
Students with Disabilities94738531458444210493951
Economically Disadvantaged5565144106858329615239
English Learners353504786354379635437
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238361172586611425856115
Female218362172386621422856315
Male248359172786591427855815
American Indian<<<<<100<0<<<<
Asian178669141988691224835917
Black367643397363275726728
Hispanic760534097062309706130
White359762337965943797603
Two or more races299768341965543895575
Students with Disabilities95445461465503512604840
Economically Disadvantaged358554256661346645836
English Learners238356254035605575243
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198767132187661324886412
Female198869122287651325896511
Male208565152087661323866314
American Indian<<<<<<<<<100<0
Asian17907210128775131693767
Black5797421572672810796922
Hispanic775682567367279736427
Native Hawaiian<100<0<<<<<<<<
White329664435976233898602
Two or more races3490561038996014097573
Students with Disabilities364623676760338686032
Economically Disadvantaged572672857065304716729
English Learners364613615756433625938
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21906910228867122591679
Female19907110208767132491669
Male23906710248966112592678
American Indian<100<0<<<<<<<<
Asian2090701022927082193727
Black5787322569643110806920
Hispanic10817119977682315816619
Native Hawaiian<100<0<100<0<100<0
White299668431976633197673
Two or more races329664434956153592588
Students with Disabilities771642957367276777123
Economically Disadvantaged7837517774672610796921
English Learners576712425856426767024
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students886791478678146827518
Female583781758579156807420
Male1089791198677147837617
American Indian<100<0<100<0<<<<
Asian886781428886122838117
Black278762327270281777623
Hispanic280782018381172757325
Native Hawaiian<100<0<100<0<<<<
White209878222987621794766
Two or more races610094088375177827518
Students with Disabilities474702627472263716929
Economically Disadvantaged382791817877221717129
English Learners3807720-757425-666534
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 Students288861122888601229885812
Female248763132587631327876113
Male318959113088581232885612
American Indian6100940773672724866214
Asian25906510259267825906510
Black117666241276642412776523
Hispanic127765231175632511746326
Native Hawaiian<<<<60802020<<<<
White419756341975634296544
Two or more races359358735966244195545
Students with Disabilities126754331267553313655235
Economically Disadvantaged9746526107263288716329
English Learners1269583186456369685932
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138975111788711218866714
Female118776131286731412857315
Male169075102190691024876213
American Indian<100<0<<<<<100<0
Asian1390771011918097877913
Black578732237673245777223
Hispanic779722167670247736527
White209778330986823096654
Two or more races169175916978233195645
Students with Disabilities573682776962316666034
Economically Disadvantaged476722447470263676433
English Learners1696831-6666342605840
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158873121381681910796921
Female9888012882741810776623
Male208768131880622011817119
American Indian<100<0<<<<<100<0
Asian15826718199778312907810
Black78578157797221692868
Hispanic579742177164295645936
White319968127926681993747
Two or more races-100100018100820<<<<
Students with Disabilities14725828764583611766524
Economically Disadvantaged479742177063302666434
English Learners970613036461362605740
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228665142687621331895711
Female168469162487631328886012
Male288860122888601234895511
American Indian<100<0<100<0<100<0
Asian21886712218968113295635
Black67266281077672315766224
Hispanic97768231271592913776323
Native Hawaiian<100<0<<<<
White349661437976034497523
Two or more races299162938965944195545
Students with Disabilities9665734969603115685332
Economically Disadvantaged7726528870623010756525
English Learners764583635754437676033
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188971111888711222896711
Female178972111589741119886912
Male199070102188671224896511
American Indian<100<0<<<<<<<<
Asian1494806139481616887212
Black477732357267286756925
Hispanic675692547672247787122
Native Hawaiian<<<<
White289870230986823497633
Two or more races299466618977932796694
Students with Disabilities460564066661348595241
Economically Disadvantaged374712627370274736927
English Learners365633525654442696731
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students559035105289381152903910
Female539037104989411150894011
Male56903410558934115391389
American Indian<100<0<<<<<<<<
Asian509140953954155593387
Black337643243277452327785122
Hispanic287648242879512121765524
White689728364953156597323
Two or more races629533567973036996274
Students with Disabilities256944312270483028724428
Economically Disadvantaged257449262777502321765524
English Learners287547252479552125805520
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: 93.82 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-kindergarten9871,0481,052
Kindergarten2,1522,1272,253
Grade 12,2052,2202,169
Grade 22,1752,1782,201
Grade 32,1762,1982,206
Grade 41,8872,1682,187
Grade 51,9821,9082,167
Grade 61,8331,9641,882
Grade 71,6881,8521,978
Grade 81,6271,6601,837
Grade 91,7611,7861,743
Grade 101,6531,7711,781
Grade 111,5531,6571,788
Grade 121,6861,6391,731
Total Students25,36526,17626,975
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

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 Students253652617626975
Female122511269313108
Male131141348313867
American Indian988979
Asian229423962505
Black267426752704
Hispanic731874737728
Native Hawaiian202124
White116171203312232
Two or more races134414891703
Students with Disabilities339535723811
Not Students with Disabilities219702260423164
Economically Disadvantaged840686358899
Not Economically Disadvantaged169591754118076
English Learners714874848145
Not English Learners182171869218830
Homeless94100133
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 StudentsDivision93444124510136
State4978334421271095654981971
FemaleDivision492184723114
State27214152009363331874682
MaleDivision4422571737022
State2256919221177462336241289
American IndianDivision<<<<<<
State123127114274
AsianDivision81440043
State45731128821711553
BlackDivision77984277
State79241059810702191500851
HispanicDivision1841761508421
State47504926292891962258
WhiteDivision535995344
State299871610611585831716708
Two or more racesDivision52210011
State23641473934417494
Students with DisabilitiesDivision4113124290
State1022603527101331172104
Economically DisadvantagedDivision17821880511
State959515820159442826411138
English LearnersDivision7717090660
State1518329526534162681
HomelessDivision<<<<0<
State203616882523657
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 Students1541139990.8140491.11016.6
Female73068393.668593.8314.2
Male81171688.371988.7708.6
American Indian0<<<<<<
Asian13212594.712594.743
Black19517991.818192.873.6
Hispanic48037578.137578.18417.5
White65063998.364298.84.6
Two or more races757397.37397.311.3
Students with Disabilities21019693.319894.394.3
Economically Disadvantaged42040496.240496.251.2
English Learners34425674.425674.46619.2
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken2,492 / 39.8%2,452 / 36.86%2,590 / 37.79%
Advanced Placement Course Enrollment2,495 / 39.85%2,454 / 36.89%2,595 / 37.87%
Dual Enrollment298 / 4.76%360 / 5.41%504 / 7.35%
Governor’s School Enrollment - - -
IB Course Enrollment555 / 8.86%674 / 10.13%683 / 9.97%
Senior Enrolled in IB Program61 / .97%78 / 1.17%72 / 1.05%
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 StudentsDivision1247102618
State800255758028
FemaleDivision61952515
State404623112723
MaleDivision62850120
State395632645333
American IndianDivision0<100
State25416535
AsianDivision12010711
State5267459213
BlackDivision13110421
State171671128234
HispanicDivision32723329
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision59652013
State457593374926
Two or more racesDivision685913
State3387249826
Students with DisabilitiesDivision1229324
State5663303146
Economically DisadvantagedDivision31723127
State224061294742
English LearnersDivision29921129
State5211340435
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 AssessmentsDivision18926
 State397141393623
State LicensuresDivision4210
 State167317901964
Industry CertificationDivision116813931581
 State89541100544109590
Workplace ReadinessDivision729543708
 State336653077542313
Total Credentials EarnedDivision191919472325
 State128850137248157490
Students Earning One or More CredentialsDivision162617062025
 State104867109089126113
CTE CompletersDivision313254329
 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 Students24655095319162.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students25625394350465%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students26135282334263.3%
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
6666.466.9

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
2013-201416,407.002,444.00548.00
2014-201515,643.002,450.00501.00
2015-201616,288.002,494.00540.00

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 Students22353742210288243001206613524008828351470245821115315460
Female1081838297130118275025531162138717320011955545143193
Male11535360113158124737041821238744117827012627570172267
American Indian933151031008034475913
Asian20768122322230941321809531362306982840
Black239010432352566211623249899584624691343951
Hispanic625528385156689167398366993091642866778468140268
Native Hawaiian19210260001810020100
White10400237585111205195131124627781871152235910283
Two or more races11203211912793231287441311141246515
Students with Disabilities3216170666236392811183434173719735312377697
Economically Disadvantaged71563379384787053284372623191331067464464141159
English Learners543626070170642964418561833011492696981460143277
Homeless15526510183318161125515421419
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 Students96.196.3395.95
Female96.0696.395.95
Male96.1396.3695.95
American Indian95.1496.1395.1
Asian96.0396.496.16
Black96.496.5196.3
Hispanic95.5795.7695.12
Native Hawaiian97.1497.3996.88
White96.3696.5996.29
Two or more races96.1596.6196.4
Students with Disabilities95.4495.695.34
Economically Disadvantaged95.8896.1695.59
English Learners95.7395.8995.33
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 Offenses50
Technology Offenses13
Offenses Against Student56
Offenses Against Staff22
Weapons Offenses30
Property Offenses18
All Other Offenses10
Other Offenses Against Persons203
Disorderly or Disruptive Behavior Offenses123
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 Indian0.4280.660.3860.340.32
Asian9.063.999.0443.279.1535.68
Black10.68935.5510.54330.0710.21924.61
Hispanic28.96331.8928.85238.2428.54940.38
Native Hawaiian0.0940.0790.080.63
White45.58417.9445.80124.5145.9724.92
Two or more races5.1929.975.2993.925.6883.47
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4280.3860.34
Asian9.069.0449.153
Black10.68910.54310.219
Hispanic28.96328.85228.549
Native Hawaiian0.0940.0790.08
White45.58445.80145.97
Two or more races5.1925.2995.688
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 Indian0.4280.3860.34
Asian9.06259.0449.153
Black10.68910.54310.219
Hispanic28.9632528.85228.549
Native Hawaiian0.0940.0790.08
White45.5845045.80145.97
Two or more races5.1925.2995.688
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 Students31.4230.1330.26
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 Students24.5525.9530.76
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 Students71.6373.671.54
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

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 9.44 : 1

student 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: 11.12 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%5%
Provisional Special Education1%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%1%2%
High Poverty-1%1%
Low Poverty100%1%2%
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
2014-201524%73%2%1%
2015-201624%72%2%2%
2016-201725%71%2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Arlington County Public Schools to top