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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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision848585
 Virginia848586
FemaleDivision868787
 Virginia888989
MaleDivision838382
 Virginia818283
American IndianDivision<<<
 Virginia788484
AsianDivision848589
 Virginia909092
BlackDivision768377
 Virginia777979
HispanicDivision737070
 Virginia767676
Native HawaiianDivision100100
 Virginia868992
WhiteDivision969597
 Virginia898990
Two or more racesDivision929392
 Virginia898889
Students with DisabilitiesDivision536554
 Virginia525353
Economically DisadvantagedDivision717472
 Virginia747575
English LearnersDivision656265
 Virginia676767
Gap Group 2Division768377
 Virginia777979
Gap Group 3Division737070
 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 Students248258182786601429875813
Female278457163089581132885612
Male218059202384611625856015
American Indian166852321971522916735727
Asian188466162390671026906410
Black106757331274622612746226
Hispanic116453361371592914735927
Native Hawaiian217957218837517<100<0
White349459637965943995565
Two or more races3390571036935773793567
Students with Disabilities125341471359474117604340
Economically Disadvantaged96052401169583112715929
English Learners95647441164533613665334
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288355172987571328896011
Female308656143188571232905810
Male268155192885571525876213
American Indian<<<<<<<<29795021
Asian2689631127916492792658
Black126552351374612610796921
Hispanic156651342174532623795621
White359257837955753494616
Two or more races3787511338955754093537
Students with Disabilities206141391666513424704530
Economically Disadvantaged156550351772542820785822
English Learners187052301673572724805620
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297950213486521432865414
Female318049204090491035865114
Male277750232883551729855615
American Indian<<<<<100<0<<<<
Asian2879512132915992791649
Black146349371070603015756025
Hispanic125644441869513115705530
White409352745955154595505
Two or more races399153940925284297553
Students with Disabilities175134491857394315614639
Economically Disadvantaged105241481369553111695831
English Learners105444461670543011685732
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268155193887491343894611
Female308354174188471248904310
Male237956213486521439884912
American Indian<<<<<<<<<100<0
Asian269165933915893893557
Black116554352680542017776123
Hispanic116352371670543021775623
White369356750964545895385
Two or more races3883461755943964893447
Students with Disabilities125240481959404122634137
Economically Disadvantaged86052401668533216745926
English Learners95849421365523514735927
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228260182682561833835017
Female268559152885561538864714
Male197960212479552129805220
American Indian<100<0<<<<<<<<
Asian168266182687611329895911
Black126754331164543619725328
Hispanic11635237964553616624738
White319564538945664593497
Two or more races3492578348854124395525
Students with Disabilities105344471048385217473053
Economically Disadvantaged9595141859514112604840
English Learners6514449848415210493851
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298253182688621224876313
Female37854715309161930895911
Male228058202185641519866714
American Indian<<<<<100<0<<<<
Asian18806220189172925906510
Black10695931137562259766724
Hispanic135846421277652312756325
White439653436966143496624
Two or more races369357739925383393607
Students with Disabilities94434561063533715594541
Economically Disadvantaged955464597263288696131
English Learners640356086153398544646
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177760231883661722836217
Female208160192486621425876213
Male157459261281691919806120
American Indian<<<<<<<<<100<0
Asian98374171287751320866514
Black86355371069603111665434
Hispanic656504486153397686132
White289365726967043295645
Two or more races25866014189577530895911
Students with Disabilities6453955648425214523848
Economically Disadvantaged654484666054408645636
English Learners439356164337578443656
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13897611119281813897611
Female1591769139380716907410
Male11877613990811010897911
American Indian<100<0<<<<<<<<
Asian58681147938679908110
Black275732538380173747026
Hispanic583781758681143817719
White239774318988022198772
Two or more races139784316947862395725
Students with Disabilities8706230777702311675733
Economically Disadvantaged278762238380174777323
English Learners366643417473261656435
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 Students358449163785481536854915
Female418847124389461142884612
Male308050203281501931825118
American Indian<<<<<<<<18735527
Asian308656143188571233885512
Black116958311372592814715729
Hispanic167054301571562917715529
White529543556964045495415
Two or more races5191409488739134593487
Students with Disabilities115343471252404816513549
Economically Disadvantaged116756331068583211695831
English Learners660534055450465555045
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students327847223982431838834517
Female378447164786391443884512
Male277347273278472233784522
Asian288355173084541637895211
Black95849421567513318664834
Hispanic126047401660434019664734
White479346755954055294426
Two or more races53843116518736134792448
Students with Disabilities94537551041315918432657
Economically Disadvantaged85547451157464313635137
English Learners5423758735296512463454
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338856123588531235875213
Female3892548399253841894711
Male288557153284531629855615
American Indian<<<<<<<<<<<<
Asian22886612339360729875813
Black107666241276642411766524
Hispanic168064201480662014766224
White529745356964045696404
Two or more races4495515458842124294526
Students with Disabilities96758331566513413584542
Economically Disadvantaged9776823978692210746426
English Learners268663236864321605940
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 Students258359172787601326876013
Female258560152789621126876113
Male248258182786591427865914
American Indian7665934973642712806720
Asian2588631229936473091619
Black117059301276652410756525
Hispanic117059301377642312756425
Native Hawaiian25674233138875132392698
White349258838955753794576
Two or more races3490561034925883893557
Students with Disabilities105343471060504011625138
Economically Disadvantaged106959311176642411736227
English Learners106857321274622611726028
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227856222784571629865714
Female207656242383611727855715
Male247955213084541630875713
American Indian<<<<<<<<14796421
Asian218363173090601032865414
Black106252381267543310807020
Hispanic105646441272602812715829
White2989601137925583894566
Two or more races3182511830976634693487
Students with Disabilities114837521052424813574443
Economically Disadvantaged95950411068583211705930
English Learners116252381371582913725928
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368852124390471041894811
Female36895311419149940884812
Male368750134489461142904810
American Indian<<<<<100<0<<<<
Asian399354744945064294526
Black267650242078582223785522
Hispanic197757232278562219796021
White459449655964145595405
Two or more races499444645944865697413
Students with Disabilities175740432063423715634737
Economically Disadvantaged177355272179582118775923
English Learners187557252180582018786022
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students418544154287451342884512
Female428442164089481142884612
Male418646144386431443874413
American Indian<<<<<<<<<100<0
Asian539441638915494791449
Black217049302883541722775523
Hispanic227552252575492522735227
White539240852944165395425
Two or more races5991329589031105592378
Students with Disabilities124937511556414417624538
Economically Disadvantaged207151292174532621735327
English Learners197253282172512818735527
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198565152589641122876513
Female188770132789631122896611
Male218261182489651122856315
American Indian<100<0<100<0<<<<
Asian1784681626967042791649
Black9706030127866228756725
Hispanic107666241281701910786822
White299466639975833395625
Two or more races299567528916392393707
Students with Disabilities125948411268563213604840
Economically Disadvantaged773662787870229746526
English Learners670653087870229685932
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257550252582571822785722
Female277750232584591620795821
Male237450262579552123785522
American Indian<<<<<<<<
Asian18786022319260823825918
Black10574743126958316585242
Hispanic9534447869613110665734
White3890531037915493291599
Two or more races348552153888501239884912
Students with Disabilities103928611146355410443456
Economically Disadvantaged852444886859328605340
English Learners745385576355377575043
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137562251582681817866914
Female168165191887691316887212
Male117059301178662217836617
American Indian<<<<<100<0<100<0
Asian12847216138572152398752
Black557524397565258686032
Hispanic66054401069593110746526
White2390661020947362194736
Two or more races583791718937672698712
Students with Disabilities7403260653474715584342
Economically Disadvantaged6595341668613210716029
English Learners5565044357544311625138
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138976111490761012877513
Female15907610149379714907510
Male118776131487741310857515
American Indian<<<<<<<<<<<<
Asian1495815169680415887312
Black278762258377173827918
Hispanic481771938178194817719
Native Hawaiian<100<0<100<0<<<<
White219574522967342094746
Two or more races2293717179275819907110
Students with Disabilities271692937269281727128
Economically Disadvantaged381771948278183817719
English Learners482781838279181797821
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208364171887691320856415
Female218665142088691221866514
Male198162191686701420836417
American Indian<<<<-404060<<<<
Asian1885681518937572294726
Black367633327169296676133
Hispanic869613167872235686332
White309564529976833196654
Two or more races2492688329160932895711
Students with Disabilities359574136562356625638
Economically Disadvantaged566613447571255676333
English Learners259574157166293595741
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2686601429936472591659
Female2787611328946762792658
Male26856015309162924896611
American Indian<<<<<100<0<100<0
Asian3089591139935572894666
Black10796921987781310817119
Hispanic137663241887701314847016
White359257836966143394616
Two or more races3389561129956653598632
Students with Disabilities6544846107767236837617
Economically Disadvantaged157661241888701213826918
English Learners147662241484701614786422
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 Students248459162085651524866214
Female238360171885671523866314
Male268458162184631625866114
American Indian1581671910756525-868614
Asian208666141687711319886813
Black567623357368278736527
Hispanic768613277062308746526
Native Hawaiian<<<<-828218<<<<
White389557531966443896584
Two or more races3589541128946663694596
Students with Disabilities10574743759524110665634
Economically Disadvantaged465613556863326706430
English Learners559544135956414595541
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247652242181601934865214
Female227553252082621833865414
Male267650242380572035855015
American Indian<<<<<<<<<100<0
Asian227958211283711730855515
Black45552451067573315766124
Hispanic6544846860524013695631
White389154931936274794476
Two or more races3980422030936373691559
Students with Disabilities9423258947385314584442
Economically Disadvantaged3494651556514410685832
English Learners245435535350478635437
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237955212383611725866114
Female207858222183621723866214
Male277953212483591727865914
American Indian<<<<<<<<<100<0
Asian168267181786691419886912
Black459564136764339736327
Hispanic759514176053409706230
White399557535976233796594
Two or more races4387441329976834196554
Students with Disabilities10514149954454614655035
Economically Disadvantaged456524435855425666134
English Learners137366323835625403560
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178770131987671321876613
Female168670141988691222876513
Male188870122085651520876613
American Indian<100<0<<<<<<<<
Asian128573151790721012877513
Black477732357974215726728
Hispanic675702577568256736727
White299667432966443597623
Two or more races1695795349056103899601
Students with Disabilities661553936462367676033
Economically Disadvantaged473692757267285706530
English Learners264623636461361575643
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258965112190691022886712
Female228967111990711020876713
Male279062102390671024896611
American Indian<100<0<100<0<<<<
Asian2091719209070102292708
Black674682657873225696431
Hispanic8797121108171199776823
Native Hawaiian<100<0<100<0<100<0
White359661429966843197663
Two or more races419554532966443495615
Students with Disabilities973642777164295736727
Economically Disadvantaged677712378375177746726
English Learners874662657671242585642
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students584791688679147867814
Female483781758378175857915
Male6868014108979119867714
American Indian<100<0<100<0<100<0
Asian583781788678142888612
Black374712627876232727028
Hispanic280782028078201838117
White129684520987822298762
Two or more races-9191961009408837517
Students with Disabilities472682847470262747226
Economically Disadvantaged179782138279181787722
English Learners-7171293807720-757425
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 Students338855122888611228886012
Female318656142487631325876313
Male358954113189591130885812
American Indian984751661009407736727
Asian26906410259065102592678
Black147662241176662412766424
Hispanic147359271277652311756325
Native Hawaiian8857715<<<<60802020
White479750341975634197563
Two or more races429452635935873596624
Students with Disabilities146652341267543312675533
Economically Disadvantaged11716029974652610726328
English Learners12675533126958318645636
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118675141389751117887112
Female68377171187761312867314
Male168974111690751021906910
American Indian<<<<<100<0<<<<
Asian5888312139077101191809
Black373712757873223767324
Hispanic475712577972216767024
Native Hawaiian<100<0
White199677420977833098682
Two or more races159378716917591697823
Students with Disabilities769633157368277696231
Economically Disadvantaged372692847672244747026
English Learners16362371696831-666634
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students40834317
Female38824418
Male42834117
American Indian<<<<
Asian29825318
Black24694531
Hispanic18634537
Native Hawaiian<100<0
White5696404
Two or more races5993347
Students with Disabilities15574243
Economically Disadvantaged13594641
English Learners9534447
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17937771588731213816819
Female129280898880128827418
Male20947462087681318806220
American Indian<100<0<100<0<<<<
Asian2491679158267181997783
Black49288878578157797221
Hispanic139481657974217716429
White259670431996812792668
Two or more races17836717-100100018100820
Students with Disabilities11817019147258287645836
Economically Disadvantaged1290781047974217706330
English Learners888801297061303646136
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228966112286651426876213
Female208767131684691624876313
Male25916692888601228886012
American Indian<100<0<100<0<100<0
Asian128877122188671221896811
Black6797321672662810776723
Hispanic10766624977682312715929
White369861234966143797603
Two or more races279972129916293896594
Students with Disabilities872642896657349696031
Economically Disadvantaged675692577265288706230
English Learners266643476458363575443
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128775131889711118887112
Female108676141789721115897411
Male148874121990701021886712
American Indian<100<0<100<0<<<<
Asian99283814948061394816
Black274722647773235726728
Hispanic272702867569254767224
Native Hawaiian<<<<<<<<
White219877228987023098682
Two or more races199676429946661897793
Students with Disabilities266643446056406666134
Economically Disadvantaged270683037471262737027
English Learners160594036563352565444
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33865214
Female31845316
Male36885212
American Indian<100<0
Asian24906710
Black15756025
Hispanic13634937
Native Hawaiian<<<<
White4898492
Two or more races4094546
Students with Disabilities13574443
Economically Disadvantaged8645736
English Learners4524848
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students539037105590351052893811
Female529038105390371049894111
Male549036105690341055893411
American Indian<<<<<100<0<<<<
Asian549339750914095395415
Black327947213376432432774523
Hispanic347945212876482428795121
White649632468972836495315
Two or more races629431662953356797303
Students with Disabilities246642342569443122704830
Economically Disadvantaged277446262574492627775023
English Learners307747232875472524795521
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: 92.68 State: 91.04Division: 93.62 State: 91.28Division: 93.82 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-kindergarten9771,011987
Kindergarten2,1422,1962,152
Grade 12,1822,1792,205
Grade 21,9442,1912,175
Grade 31,9641,9232,176
Grade 41,8371,9991,887
Grade 51,7081,8561,982
Grade 61,6001,6991,833
Grade 71,6031,6141,688
Grade 81,4881,6301,627
Grade 91,5241,6481,761
Grade 101,4941,5871,653
Grade 111,4951,4721,553
Grade 121,5411,5541,685
Total Students23,49924,55925,364
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 Students234992455925364
Female113731188312250
Male121261267613114
American Indian11110598
Asian219322252294
Black253926252674
Hispanic675171137318
Native Hawaiian192320
White107401119411616
Two or more races114612741344
Students with Disabilities341633943395
Not Students with Disabilities200832116521969
Economically Disadvantaged797282788406
Not Economically Disadvantaged155271628116958
English Learners659166937148
Not English Learners169081786618216
Homeless989194
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 StudentsDivision9173884628149
State4917334246347093350192269
FemaleDivision4641571003218
State268261510112433531834822
MaleDivision4532313624931
State2234719145222758031851447
American IndianDivision<<<<<<
State110111115287
AsianDivision94313032
State44281224891612962
BlackDivision829113047
State79001054014302301415981
HispanicDivision1851431807132
State44244514381851538310
WhiteDivision5151038222
State300171650514315601740817
Two or more racesDivision41184004
State222313111283616089
Students with DisabilitiesDivision5093460103
State946531134691091067120
Economically DisadvantagedDivision173162210715
State921814811194032621251240
English LearnersDivision3076140616
State448207029417117888
HomelessDivision371020
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 Students1483135191.1136692.1815.5
Female68163192.763693.4324.7
Male80272089.873091496.1
American Indian0<<<<<<
Asian13312896.21299732.3
Black19718694.419096.442
Hispanic44934677.135378.67115.8
White63262699.162899.42.3
Two or more races6763946495.500
Students with Disabilities20218993.619295105
Economically Disadvantaged37835694.236295.871.9
English Learners21412056.112658.96128.5
Homeless131184.61184.6215.4
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 Taken2,424 / 40.04%2,492 / 39.8%2,452 / 36.86%
Advanced Placement Course Enrollment2,461 / 40.65%2,495 / 39.85%2,454 / 36.89%
Dual Enrollment294 / 4.86%298 / 4.76%360 / 5.41%
Governor’s School Enrollment - - -
IB Course Enrollment -555 / 8.86%674 / 10.13%
Senior Enrolled in IB Program69 / 1.14%61 / .97%78 / 1.17%
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 StudentsDivision1234103516
State807645806228
FemaleDivision60852913
State410163155223
MaleDivision62650619
State397482651033
American IndianDivision0<100
State25416635
AsianDivision14411322
State5269454514
BlackDivision15113511
State175771162334
HispanicDivision29522723
State7574489435
WhiteDivision58651312
State467663441226
Two or more racesDivision564618
State3210234527
Students with DisabilitiesDivision13210223
State5865307548
Economically DisadvantagedDivision33525723
State228881345141
English LearnersDivision25918529
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision10189
 State502439714139
State LicensuresDivision1542
 State90516731790
Industry CertificationDivision22211681393
 State6932189541100544
Workplace ReadinessDivision727729543
 State283493366530775
Total Credentials EarnedDivision97419191947
 State103599128850137248
Students Earning One or More CredentialsDivision90016261706
 State86257104867109089
CTE CompletersDivision471313254
 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 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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
65.66666.4

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 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
2012-201316,783.002,442.00600.00
2013-201416,407.002,444.00548.00
2014-201515,643.002,450.00501.00

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 Students20969104236237522353742210288243001206613524008828351470
Female1019449918017710818382971301182750255311621387173200
Male10775543182198115353601131581247370418212387441178270
American Indian845449331510310080344
Asian199010139392076812232223094132180953136
Black224014656532390104323525662116232498995846
Hispanic575642915319962552838515668916739836699309164286
Native Hawaiian22100192102600018100
White9855322100691040023758511120519513112462778187
Two or more races102238101111203211912793231287441311
Students with Disabilities30182407910732161706662363928111834341737197
Economically Disadvantaged65404961741667156337938478705328437262319133106
English Learners561239514717554362607017064296441856183301149269
Homeless19017913155265101833181611255
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 Students96.4896.196.33
Female96.4696.0696.3
Male96.596.1396.36
American Indian95.0795.1496.13
Asian96.4596.0396.4
Black96.6596.496.51
Hispanic95.9495.5795.76
Native Hawaiian97.4297.1497.39
White96.7596.3696.59
Two or more races96.7496.1596.61
Students with Disabilities95.7895.4495.6
Economically Disadvantaged96.1495.8896.16
English Learners95.9495.7395.89
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses51
Technology Offenses<
Offenses Against Student55
Offenses Against Staff20
Weapons Offenses27
Property Offenses16
All Other Offenses11
Other Offenses Against Persons236
Disorderly or Disruptive Behavior Offenses100
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.472.428.66.386
Asian9.3324.989.063.999.0443.27
Black10.80533.210.68935.5510.54330.07
Hispanic28.7293928.96331.8928.85238.24
Native Hawaiian.081.094.079
White45.70419.0945.5817.9445.79724.51
Two or more races4.8773.735.1889.975.2993.92
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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.472.428.386
Asian9.3329.069.044
Black10.80510.68910.543
Hispanic28.72928.96328.852
Native Hawaiian.081.094.079
White45.70445.5845.797
Two or more races4.8775.1885.299
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.472.428.386
Asian9.3329.06259.044
Black10.80510.68910.543
Hispanic28.72928.9632528.852
Native Hawaiian.081.094.079
White45.70445.585045.797
Two or more races4.8775.1885.299
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 Students32.3931.4230.13
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 Students23.9124.5525.95
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

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 Students71.8371.6373.6
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: 9.41 : 1

student 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: 10.64 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional3%4%
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
 2013-20142014-20152015-2016
Division
All Schools1%2%2%
High Poverty1%1%1%
Low Poverty1%2%2%
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
2013-201424%72%3%1%
2014-201525%71%2%2%
2015-201626%71%2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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