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General school information

Division: Augusta County Public Schools
Address: 18 Government Center Lane Verona, VA 24482
Superintendent: Dr. Eric W. Bond
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools20
Fully Accredited16
Partially Accredited: Improving School-Pass Rate2
Partially Accredited: Warned School-Pass Rate2

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 StudentsDivision899088
 Virginia848586
FemaleDivision919490
 Virginia888989
MaleDivision878686
 Virginia818283
American IndianDivision<<100
 Virginia788484
AsianDivision100<<
 Virginia909092
BlackDivision8710088
 Virginia777979
HispanicDivision957970
 Virginia767676
WhiteDivision899089
 Virginia898990
Students with DisabilitiesDivision485452
 Virginia525353
Economically DisadvantagedDivision777872
 Virginia747575
English LearnersDivision1007660
 Virginia676767
Gap Group 2Division8710088
 Virginia777979
Gap Group 3Division957970
 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 Students116958311575612515766124
Female137360271778612217786122
Male106556351273602713736127
American Indian<<<<<<<<-505050
Asian98576152687621318846716
Black3565344665583510635337
Hispanic555504576558359685932
White127058301576612415776123
Two or more races767603387062308686032
Students with Disabilities8282172829217110312169
Economically Disadvantaged656504486254388625538
English Learners338356215150493504850
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106050401971522912685632
Female106454362272492813705730
Male115747431670543010665634
Asian<<<<<<<<<<<<
Black1347335314937976504450
Hispanic-50505054944517615439
White116150392072522812695731
Two or more races-646436460564011534247
Students with Disabilities1025157572720739261774
Economically Disadvantaged5464154105646447554945
English Learners4464254-464654-535347
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156550351873562716745826
Female176851322074542620765724
Male136350371672572813725928
American Indian<<<<<100<0
Asian<100<0<<<<10807020
Black10574843-37376329532447
Hispanic1245335536259386635638
White156751331975562517755825
Two or more races757504323856215-636337
Students with Disabilities82618741329167115311669
Economically Disadvantaged7534647106252387635637
English Learners8423558-656535-565644
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students196748331674582625795421
Female227552251976562427795121
Male165943411373602723805620
Asian<100<0<100<0<<<<
Black-434357145945417292171
Hispanic104536551573582714675333
White206848321775582526815519
Two or more races15776223671652933754225
Students with Disabilities41410861030207016271173
Economically Disadvantaged9574843862533814665334
English Learners-414159461573910625238
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136653341773572718765824
Female156751332078572220765624
Male106555351369563116765924
American Indian<<<<<100<0<<<<
Asian<<<<<100<0<100<0
Black-636338-68683211645436
Hispanic9655735757504314786522
White136653341875572519765824
Two or more races13736027650445014776423
Students with Disabilities8181082416138414321868
Economically Disadvantaged549445186052409665734
English Learners<<<<-4343577433657
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127462262077562313766324
Female148066202481571917836617
Male106858321773562710706030
American Indian<100<0<<<<<<<<
Asian<<<<<100<0<<<<
Black-42425857065305757025
Hispanic-626238157762236565044
White137562252176552414786422
Two or more races-7575256888113-535347
Students with Disabilities153521652222178-232377
Economically Disadvantaged663563786657348605240
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5625738771642912695731
Female7665934776682415725828
Male3585542767603310665634
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<100<0
Black-353565153823627797121
Hispanic4595641360574015745926
White5635737772652812685632
Two or more races-565644117867225817619
Students with Disabilities423197714392561-323268
Economically Disadvantaged351484935755434534947
English Learners-232377<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students588831278880127878013
Female589831188981118908210
Male588831278679146857915
American Indian<100<0<<<<
Asian<<<<<<<<<100<0
Black-898911-858515-92928
Hispanic-76762439086103827918
White689831188880127888012
Two or more races<<<<-676733-737327
Students with Disabilities5504550638326216452955
Economically Disadvantaged379772147672244736927
English Learners<<<<<<<<<<<<
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 Students167356271677612318745526
Female218159192084641624795621
Male116553351370583013685532
American Indian<<<<<<<<<<<<
Asian258863133070403018100820
Black4615739147057307756825
Hispanic6484252972642810706030
White177457261777612319745426
Two or more races56256381077672314776323
Students with Disabilities5231877730237011281672
Economically Disadvantaged861523986354377615339
English Learners2282672-363664-272773
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116453361368553216644736
Female157559251780632021684732
Male6534747957484311594841
American Indian<100<0<<<<<<<<
Asian<<<<<<<<<100<0
Black461573925502550-646436
Hispanic44642541062523812625038
White116553351368553217634637
Two or more races-5555451168583210756525
Students with Disabilities4629462619741015685
Economically Disadvantaged553484785648445504550
English Learners-9991<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188769132086661421836317
Female219068102388651226906410
Male158469161683671715776123
American Indian<100<0<<<<
Asian<<<<<<<<<100<0
Black7797121880722014867114
Hispanic568633278376178766824
White198869122086661421846216
Two or more races<<<<99182920806020
Students with Disabilities6423658834276613402660
Economically Disadvantaged9786922972632810726228
English Learners<<<<<<<<<<<<
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 Students127462261681661916816519
Female127664241682661816826618
Male127260281580652016806420
American Indian<<<<-60604017675033
Asian30865714319665433895611
Black5585342137158297655835
Hispanic4646036877692312806820
White137562251682661816826618
Two or more races87163291176652412726028
Students with Disabilities638326294334579403160
Economically Disadvantaged663563787163299716229
English Learners653474797162299726228
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116352371574582613766324
Female96253381672562812776523
Male126351371475612515766124
Asian<<<<<<<<<<<<
Black747405395545456655935
Hispanic-505050867593314766224
White116452361674582613776423
Two or more races-555545-71712911584742
Students with Disabilities1033236792718737352865
Economically Disadvantaged549445176255387665934
English Learners8484052126250389675833
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187860222984551627835617
Female187961212781541927815419
Male197859223086561427855815
American Indian<<<<<100<0
Asian<100<0<<<<3691559
Black14715729558534218594141
Hispanic65245481775582521755425
White198061203085551528845616
Two or more races1464503629936474706730
Students with Disabilities104333571645295512453355
Economically Disadvantaged106555351676602416745926
English Learners125442461277652318796121
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237451262678532228805220
Female257852222579542128785022
Male217049302678522227815319
Asian<<<<<100<0<<<<
Black185536452971422914362164
Hispanic17543746974652618826518
White237552252679532128805220
Two or more races236946312471472923775423
Students with Disabilities4231977733266714331967
Economically Disadvantaged136350371669543115705530
English Learners44441561370573015806520
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137562251685691515836817
Female127563251987681313837017
Male137461261382691817826618
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black-757525238664144706730
Hispanic-65653597768235807520
White137561251685691516846816
Two or more races7807320663563818826418
Students with Disabilities2343266-41415913463354
Economically Disadvantaged461573997768237746726
English Learners<<<<-7171296635638
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126956311572572813736027
Female127361271874562617806320
Male136552351371582910675733
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<100<0
Black-333367565603510605040
Hispanic-565644117564259686032
White136956311673562713746126
Two or more races-858515-6464367504350
Students with Disabilities1540266093223682252375
Economically Disadvantaged855464565953415605540
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students140396046965311636237
Female24645543757225-656535
Male-35356556460362626038
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<100<0
Black-444456<<<<-676733
Hispanic-585842-6868325797421
White139386146965311636237
Two or more races-3030709827318-575743
Students with Disabilities7332667194627546322668
Economically Disadvantaged139386125755431565544
English Learners-333367<<<<<<<<
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students387841338885127888112
Female38986113918897898211
Male385821538683147888112
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black-8888135767124-646436
Hispanic-868614-8989111393807
White387841338986117888112
Two or more races68276184787422-848416
Students with Disabilities-393961-585842-535347
Economically Disadvantaged179792128179192838217
English Learners-91919<<<<<<<<
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88275181190791011887712
Female780732099181911897811
Male88476161289771111877613
Asian<<<<<100<0<<<<
Black-55554514867114-868614
Hispanic-8585153979335847916
White88375171090791011887712
Two or more races<<<<2184631611796821
Students with Disabilities-57574344844522444256
Economically Disadvantaged475712548379178817319
English Learners10908010<100<0-808020
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20856515218766132392698
Female20866614198566152291699
Male19846516228966112594696
Asian<100<0<100<0<100<0
Black-464654-808020<100<0
Hispanic<<<<57468268100920
White20866614218766132392698
Two or more races<100<0<100<05092428
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged208463161182711821896811
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 Students138168191181711915857015
Female11817019981721913837117
Male158066201382691817866914
American Indian<<<<<<<<<<<<
Asian30875713209070101994756
Black365623597364285716729
Hispanic471662967367276827518
Native Hawaiian<100<0<100<0<100<0
White148268181182711815857015
Two or more races117463261885681514877213
Students with Disabilities238366243934618443656
Economically Disadvantaged870623056863328766824
English Learners1535147-3838622666434
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147158291173622726815519
Female12746226969603122765424
Male156953311477632329855615
Asian<100<0<100<0<<<<
Black10483852137057307362964
Hispanic7494151362593817786122
White147359271173622726825518
Two or more races317746232575502523694631
Students with Disabilities2201880635296514392561
Economically Disadvantaged10615139658524214695531
English Learners-444456-3939615716729
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students875672577973219797021
Female775682557974218756725
Male974662688071209827318
American Indian<<<<<<<<<100<0
Asian<<<<<<<<<100<0
Black-5454468544646-676733
Hispanic-65653537370274706730
White876682477973219797021
Two or more races1163533759589511897811
Students with Disabilities237356353732632373563
Economically Disadvantaged466613446662343676433
English Learners7211479<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148470161182711814897511
Female13837017984751613907610
Male158469161280682014877313
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<<<<
Black-757525-8080205908510
Hispanic1590751068478164868214
White148470161182711814897411
Two or more races<<<<247147291894766
Students with Disabilities2383662-292971-474753
Economically Disadvantaged771642946964317837617
English Learners<100<0<<<<-454555
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1392798159177914897411
Female1191799139279811867514
Male1694786179073101993748
American Indian<100<0
Asian<100<0<100<0<100<0
Black-757525<100<0<<<<
Hispanic<<<<-858515-868614
White1493797159176915897411
Two or more races<100<0<<<<<100<0
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged890821088881125858015
English Learners<100<0<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128876121285731511897711
Female1188781288375179898011
Male148874121587721314897511
American Indian<100<0<100<0<<<<
Asian<100<0<<<<<100<0
Black-83831714766224-777723
Hispanic-818119137158293898611
Native Hawaiian<100<0<100<0
White138975111186741412897711
Two or more races688811317967845868214
Students with Disabilities-43435744844524454155
Economically Disadvantaged679722167569256837717
English Learners-454555-383862<<<<
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 Students268559152388651226896311
Female228562152087661322876613
Male308657142689631129906110
American Indian<100<0<<<<<<<<
Asian4798512459550546100540
Black13756225188466168766824
Hispanic187860222285631516846816
White278659142388651226896311
Two or more races2086671424926882092728
Students with Disabilities94738531352394811534347
Economically Disadvantaged157560251580652014806620
English Learners15675233664573614735927
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188870121686711417897211
Female138672141184731614877313
Male23906810208868122191709
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black-858515-8282188837517
Hispanic8837517168468166847716
White198869121686701418897111
Two or more races<<<<109080107807320
Students with Disabilities45349473555345-616139
Economically Disadvantaged978692277568259797121
English Learners<<<<<<<<<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students41844316
Female35804420
Male47884112
American Indian<100<0
Asian<100<0
Black35885312
Hispanic35784322
White42844216
Two or more races3393607
Students with Disabilities14564244
Economically Disadvantaged25724628
English Learners<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22866414178568154392498
Female261007409948464395525
Male176548352476532442884512
Hispanic<<<<<100<0
White24896511178467164493497
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged5706530-61613927886212
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209373724926882595705
Female1491789218968111594786
Male279567527946763697613
Asian<100<0<100<0<100<0
Black-86861420705030<<<<
Hispanic147964212085651518887112
White219473624926882595705
Two or more races<<<<<<<<25100750
Students with Disabilities8463854<<<<<<<<
Economically Disadvantaged128776131883661712907910
English Learners<100<0<<<<<<<<
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128674141689741116907510
Female88476161388741213897711
Male1587731318917391991739
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black6696331595905-828218
Hispanic3797621218666143888513
White12867414168973111791749
Two or more races786791498677141796784
Students with Disabilities-464654-565644-424258
Economically Disadvantaged677712388476169837417
English Learners<<<<-575743-707030
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21836217
Female15806520
Male26855915
American Indian<100<0
Asian<100<0
Black18644536
Hispanic10736327
White21836117
Two or more races-1001000
Students with Disabilities9403060
Economically Disadvantaged11746326
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268760132388651226866014
Female258863122189671125845916
Male288658142588641226876113
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black2382591815695431793877
Hispanic218867131390771023815819
White278760132388651227855915
Two or more races20806020381006301195845
Students with Disabilities739326154036605484352
Economically Disadvantaged158065201580652011746426
English Learners18644536<<<<<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398546153986471442864414
Female388547153684481637834617
Male408444164288461246894311
Asian<100<0<100<0<100<0
Black197152294186451420472753
Hispanic277144293379452131804920
White408646143986471442874513
Two or more races40874713449450640874713
Students with Disabilities4373363184022608534547
Economically Disadvantaged287749232679532124775223
English Learners197052301477642330805020
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: 92.53 State: 91.04Division: >95 State: 91.28Division: 94.6 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-kindergarten246252232
Kindergarten727706666
Grade 1787721711
Grade 2758793725
Grade 3785761806
Grade 4787791789
Grade 5828780798
Grade 6781840803
Grade 7807787852
Grade 8839812797
Grade 9864864833
Grade 10840842844
Grade 11797799809
Grade 12821774807
Total Students10,66710,52210,472
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 Students106671052210472
Female516550775038
Male550254455434
American Indian242536
Asian737385
Black255251234
Hispanic406424509
Native Hawaiian155
White968195069330
Two or more races227238273
Students with Disabilities699682686
Not Students with Disabilities996898409786
Economically Disadvantaged398138723933
Not Economically Disadvantaged668666506539
English Learners215193202
Not English Learners104521032910270
Migrant219
Homeless284135
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 StudentsDivision4233203284117
State4917334246347093350192269
FemaleDivision228141152176
State268261510112433531834822
MaleDivision1951791762411
State2234719145222758031851447
AsianDivision<<<<0<
State44281224891612962
BlackDivision792031
State79001054014302301415981
HispanicDivision11131031
State44244514381851538310
WhiteDivision3962902583415
State300171650514315601740817
Two or more racesDivision674010
State222313111283616089
Students with DisabilitiesDivision21932140
State946531134691091067120
Economically DisadvantagedDivision58106225198
State921814811194032621251240
English LearnersDivision<<<<<<
State448207029417117888
HomelessDivision<<<<<<
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 Students84177592.278393.1414.9
Female40938493.938694.4174.2
Male43239190.539791.9245.6
Asian0<100<10000
Black221881.81881.8313.6
Hispanic292586.22586.2310.3
White76871192.671993.6344.4
Two or more races181794.41794.415.6
Students with Disabilities585391.45493.146.9
Economically Disadvantaged21818685.319187.6198.7
English Learners0<<<<<<
Homeless0<<<<<<
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 Taken162 / 4.88%330 / 10.06%276 / 8.38%
Advanced Placement Course Enrollment164 / 4.94%354 / 10.8%350 / 10.63%
Dual Enrollment275 / 8.28%258 / 7.87%256 / 7.77%
Governor’s School Enrollment139 / 4.18%142 / 4.33%29 / .88%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision74546138
State807645806228
FemaleDivision37526729
State410163155223
MaleDivision37019448
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision141029
State175771162334
HispanicDivision151033
State7574489435
WhiteDivision70443338
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision391756
State5865307548
Economically DisadvantagedDivision1827459
State228881345141
English LearnersDivision13<100
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 AssessmentsDivision736088
 State502439714139
State LicensuresDivision101724
 State90516731790
Industry CertificationDivision87110441053
 State6932189541100544
Workplace ReadinessDivision---
 State283493366530775
Total Credentials EarnedDivision95411211165
 State103599128850137248
Students Earning One or More CredentialsDivision825963960
 State86257104867109089
CTE CompletersDivision521555588
 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 Students27041524659.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students26441627265.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students25942829969.9%
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
69.571.371.8

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,437.004,768.001,105.00
2013-20143,722.004,849.00777.00
2014-20154,091.005,116.00844.00

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 Students9835693243249978964323727097705822002399619614206246
Female47523251141074759303113126473127691111465426896118
Male5083368129142503034012414450393061091284965346110128
American Indian18210197102042227201
Asian62420711006822191001
Black265209423923672312561120827917
Hispanic3601856382266104122562146633816
Native Hawaiian0000000000000000
White8970634222235886756921924288065121791958565532180197
Two or more races160144421115511225145925720912
Students with Disabilities665803345642652636657631922638671825
Economically Disadvantaged3682447154171368240015319236363631391693539396142165
English Learners20696321011401928371751136
Homeless431498511271757125105815812
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.4795.7595.6
Female95.5295.8395.61
Male95.4295.6795.58
American Indian93.5194.7595
Asian97.2797.7597.95
Black95.5995.2894.44
Hispanic95.7195.8695.83
Native Hawaiian89.0196.9393.74
White95.4595.7495.62
Two or more races95.3295.7594.64
Students with Disabilities94.289594.76
Economically Disadvantaged94.1594.4894.27
English Learners96.2396.3796.28
Migrant94.6692.54
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses107
Technology Offenses29
Offenses Against Student17
Offenses Against Staff<
Weapons Offenses<
Property Offenses19
All Other Offenses59
Other Offenses Against Persons102
Disorderly or Disruptive Behavior Offenses370
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.225.238.28.344
Asian.684.694.812
Black2.3913.832.3852.92.2354.63
Hispanic3.8062.744.032.494.8613.19
Native Hawaiian.009.048.14.048
White90.75791.5790.34491.789.09588.52
Two or more races2.1281.862.2622.492.6073.67
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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.225.238.344
Asian.684.694.812
Black2.3912.38533.332.23550
Hispanic3.8064.034.861
Native Hawaiian.009.048.048
White90.75710090.34466.6789.09550
Two or more races2.1282.2622.607
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.225.238.344
Asian.684.694.812
Black2.3912.3852.235
Hispanic3.8064.034.861
Native Hawaiian.009.048.048
White90.75790.34489.095
Two or more races2.1282.2622.607
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 Students40.1138.9438.69
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 Students33.0534.4139.66
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 Students77.277.6675.87
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: 13.23 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 11.47 : 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
 2014-20152015-2016
Provisional2%3%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201453%46%1%0%
2014-201552%45%1%2%
2015-201651%46%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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