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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 Schools18
Fully Accredited14
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Pass Rate1
Partially Accredited: Reconstituted School2

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision908888
 Virginia858687
FemaleDivision949090
 Virginia898990
MaleDivision868687
 Virginia828384
American IndianDivision<100
 Virginia848481
AsianDivision<<100
 Virginia909293
BlackDivision1008870
 Virginia797981
HispanicDivision797079
 Virginia767675
WhiteDivision908989
 Virginia899091
Two or more racesDivision80<72
 Virginia888989
Students with DisabilitiesDivision545236
 Virginia535354
Economically DisadvantagedDivision787275
 Virginia757578
English LearnersDivision7660
 Virginia676762
Gap Group 2Division1008870
 Virginia797981
Gap Group 3Division797079
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157661241578622215786422
Female177861221881621917816419
Male137361271275622512766324
American Indian-505050982731840905010
Asian188467162283611714776323
Black1063533787366278726328
Hispanic968593266458368716329
Native Hawaiian<<<<<<<<<100<0
White157761231679632115796421
Two or more races86860321370573013736027
Students with Disabilities10312169729227110342466
Economically Disadvantaged862553886557359685932
English Learners350485046158396645836
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126856321371582914675333
Female137057301777592315695431
Male10665634966563413655335
American Indian<100<0<<<<<100<0
Asian<<<<<<<<<<<<
Black65044504706530-676733
Hispanic7615439-6161398655735
White126957311472582815675233
Two or more races11534247215432469665634
Students with Disabilities9261774484929261774
Economically Disadvantaged755494575750438554745
English Learners-535347-6060403636037
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261773562715766124
Female207657241876582420795921
Male137259281570553010736427
American Indian<100<0<100<0<100<0
Asian10807020<<<<<<<<
Black2953244765650448766824
Hispanic663563855147496645836
White177558251775582516776223
Two or more races-6363371260484010625238
Students with Disabilities1531166992818723201780
Economically Disadvantaged763563786053407645736
English Learners-565644-5656444656235
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257954212175542520775823
Female277951212676512424815719
Male238056201874562616745826
Asian<<<<15776223<<<<
Black72921712471472918594141
Hispanic14675333965573522654335
White268155192376532420795921
Two or more races33754225871632916695331
Students with Disabilities16271173931236911362564
Economically Disadvantaged146653341263503712685632
English Learners1062523886962319635437
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187658242581561917796221
Female207656242883551719816119
Male167659242280582015786322
American Indian<<<<<100<0
Asian<100<0<<<<23775423
Black11645436-5656446655935
Hispanic1478652296353388645636
Native Hawaiian<100<0<100<0
White197658242682571818806320
Two or more races147764233080502022876513
Students with Disabilities14321868113221684312769
Economically Disadvantaged96657341270573012705830
English Learners7433657126553358655835
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137663241379662119826418
Female178366171784671620866614
Male10706030975652517796221
Asian<<<<<<<<<<<<
Black57570257878013-676733
Hispanic656504457873223767424
Native Hawaiian<<<<<100<0<100<0
White147864221479652120836417
Two or more races-535347-82821825704530
Students with Disabilities-232377103323677342766
Economically Disadvantaged8605240873652710706030
English Learners<<<<86962315686332
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126957311274622610776723
Female157258281678622211807020
Male1066563487062309736427
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<<<<
Black7797121574682611786722
Hispanic1574592685548454807620
White126856321275632510766624
Two or more races581761916584242-828218
Students with Disabilities-323268-24247612322168
Economically Disadvantaged453494765549456696331
English Learners<<<<-5555459453655
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students787801369084108898111
Female89082107908310791849
Male685791558985118877913
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<<<<
Black-92928987781310100900
Hispanic382791868175193838017
White788801269084108898211
Two or more races-73732759186914867114
Students with Disabilities16452955848405220533347
Economically Disadvantaged473692738481162828018
English Learners<<<<-545446<<<<
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187455262077572321795721
Female247956212784571627855815
Male136855321471582917745726
American Indian<<<<<<<<<<<<
Asian18100820509343730805020
Black77568251464503616765924
Hispanic10706030765593514655135
White197454262178572222805820
Two or more races147763231170593016705530
Students with Disabilities11281672122217812382662
Economically Disadvantaged76153391364513613695631
English Learners-272773-606040-585842
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166447361669533117715329
Female216847322379552121795821
Male115948411060504014645036
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<100<0
Black-646436555504519735427
Hispanic12625038559544111604940
White176346371770533018725428
Two or more races107565251050405013614839
Students with Disabilities1015685-11118910251575
Economically Disadvantaged55045501054444612625138
English Learners<<<<-646436-505050
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218363172486621426876213
Female26906410318959113291599
Male157761231883651720846416
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<<<<
Black14867114237350279827318
Hispanic8766824974652618735527
White218462162587621326886212
Two or more races208060201388751319816219
Students with Disabilities13402660233316715554045
Economically Disadvantaged107262281778622216796321
English Learners<<<<-575743<<<<
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168165191681651916796321
Female168266181782651817816419
Male168064201580652015776223
American Indian176750331479642131774623
Asian33895611349258825886312
Black765583586961319675833
Hispanic128068201179692112726028
Native Hawaiian<100<0<<<<<<<<
White168266181782651816806320
Two or more races127260281074642612726028
Students with Disabilities940316083628649372863
Economically Disadvantaged971622987061309685932
English Learners9726228117766237746726
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137663241374612613725928
Female127765231575602513695631
Male157661241174632614756125
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<<<<
Black6655935-7676247474053
Hispanic147662241374612611705930
White137764231474602614735927
Two or more races11584742117463266696331
Students with Disabilities73528654128889332467
Economically Disadvantaged766593476356376625538
English Learners9675833138371176746826
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278356172481571920795921
Female278154192482591821795921
Male278558152580552019796021
American Indian<100<0<100<0<100<0
Asian3691559<<<<<100<0
Black18594141115039508645636
Hispanic21755425127967219685932
White288456162682571821805920
Two or more races47067301573582714695531
Students with Disabilities12453355123826623221878
Economically Disadvantaged167459261372592813685432
English Learners18796121137866224716829
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288052202278562225765124
Female287850222277552325795421
Male278153192280572024724828
Asian<<<<46853815<<<<
Black14362164176144398544646
Hispanic18826518770643017796221
White288052202480562025765024
Two or more races23775423465613523775323
Students with Disabilities1433196793324677363064
Economically Disadvantaged157055301069583116675133
English Learners15806520881731914746026
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158368171884661614847016
Female138370171884661615867114
Male178266181884661613826918
American Indian<<<<<100<0
Asian<100<0<100<015100850
Black470673065347475656035
Hispanic5807520684781612675533
Native Hawaiian<100<0<100<0
White168468161985661514867114
Two or more races18826418167963215757025
Students with Disabilities13463354153924614373363
Economically Disadvantaged774672687365279746626
English Learners6635638118978118857715
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137360271374612615725728
Female178063201474602616745826
Male106757331273612714715729
Asian<100<0<100<0<<<<
Black106050401076662413503850
Hispanic9686032137462265656035
Native Hawaiian<100<0<100<0<100<0
White137461261373602715735827
Two or more races7504350573682720705030
Students with Disabilities2252375737306313301770
Economically Disadvantaged560554086254387585142
English Learners<<<<1554384610716229
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students163623717170292636037
Female-65653527573252676433
Male2626038-6867323595641
Black-676733-676733-636337
Hispanic5797421-636337-626238
White163623717372273636037
Two or more races-575743-383863-626238
Students with Disabilities6322668-25257511281772
Economically Disadvantaged1565544-6060402545146
English Learners<<<<<<<<-606040
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7888112885781510897911
Female78982111088781212907810
Male788811258277187878013
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<100<0
Black-646436478742215100850
Hispanic13938071390781012817019
Native Hawaiian<100<0<<<<
White788811288578159898011
Two or more races-848416-8484168726428
Students with Disabilities-53534725048502615939
Economically Disadvantaged283821757570256847816
English Learners<<<<<<<<7797121
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118877121889721116846816
Female118978111988691218876913
Male118776131790741013816719
American Indian<<<<<100<0<<<<
Asian<<<<<100<030805020
Black-868614<<<<20856515
Hispanic5847916219271820765624
White118877121889711115857015
Two or more races117968211789721113756325
Students with Disabilities2444256-4444564383362
Economically Disadvantaged8817319108171198766824
English Learners-808020<100<0-676733
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239269826936772991619
Female229169926946762993647
Male2594696259267830885812
Asian<100<0<<<<<<<<
Black<100<0<<<<<100<0
Hispanic8100920119483621795721
White239269826936773191619
Two or more races509242827100730<<<<
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged218968112090701023785522
English Learners<100<0<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158570151584691617846716
Female138371171584691617846716
Male178669141684681618846616
American Indian<<<<<<<<<<<<
Asian19947561889711123866314
Black57167291065563510807020
Hispanic6827518972632811756425
Native Hawaiian<100<0<<<<<<<<
White158570151685691518856715
Two or more races148772131076662411766524
Students with Disabilities844365644440565464154
Economically Disadvantaged876682487164299746526
English Learners266643446057404666134
Migrant<<<<<<<<
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268155192177562320806020
Female227654242075552520826218
Male298556152278562221795821
Asian<<<<15776223<<<<
Black7362964-3838639645536
Hispanic1778612275952417736727
White268255182379562122826018
Two or more races236946311367543312675533
Students with Disabilities14392561123826625433957
Economically Disadvantaged146955311064543612715929
English Learners571672985446469716329
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students979702197869228776823
Female8756725108070217777123
Male9827318877692310766624
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<<<<
Black-676733117261284817819
Hispanic4706730115847424686432
White979702198071209776823
Two or more races11897811-7070305827718
Students with Disabilities2373563-2828724353165
Economically Disadvantaged367643356458365666134
English Learners<<<<-363664-424258
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148975111987691324876313
Female139076101888701224856115
Male148773131987671323886512
American Indian<100<0<<<<<100<0
Asian<<<<<100<0<100<0
Black59085102070503025815619
Hispanic4868214149480619856715
White148974111987681324876313
Two or more races18947661383711721715029
Students with Disabilities-47475324745534494551
Economically Disadvantaged78376171079692114766324
English Learners-454555-909010<<<<
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1489741114958152293727
Female1186751412948261894766
Male199374816957952692668
Asian<100<0<100<0<<<<
Black<<<<<100<0<100<0
Hispanic-86861489283826845816
White1589741114958152294726
Two or more races<100<018826418<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged585801579285814907510
English Learners<100<0<100<0<<<<
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118977111388741215887412
Female98980111485721516877113
Male148975111390761013907610
American Indian<<<<<100<0<<<<
Asian<100<0<100<03691559
Black-77772366761338888012
Hispanic3898611777702313746126
Native Hawaiian<100<0<<<<
White128977111488751215907410
Two or more races58682149827318-828218
Students with Disabilities4454155-6464361504950
Economically Disadvantaged683771767670245807620
English Learners<<<<<<<<-717129
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268963112788611226886212
Female228766132487631324876313
Male299061103090601028896111
American Indian<<<<<<<<<<<<
Asian4610054034956152994656
Black87668242175552519816219
Hispanic168468162080612018846716
Native Hawaiian<<<<<<<<<<<<
White268963112889611127886212
Two or more races20927282388661226866014
Students with Disabilities11534347946365411524048
Economically Disadvantaged148066201678622216806420
English Learners147359271271592911796721
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178972112190691016887212
Female148773131688721213857215
Male2191709269266819907110
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black8837517-7676248837517
Hispanic6847716147966216888113
White188971112190691016887112
Two or more races7807320279164921896811
Students with Disabilities-61613985547452393761
Economically Disadvantaged9797121118473167797221
English Learners<<<<13675333<<<<
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students43924983689531143834018
Female4395525379558545864114
Male428845123682461839783922
Black<<<<<<<<
Hispanic<100<0<100<0
White4493497379256844823818
Two or more races<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged278862122382591844692531
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students259570527956853492598
Female1594786209373725906410
Male369761335976334295535
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic18887112229472632845316
White259570527956853593587
Two or more races251007503110069020806020
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged129079102289671122866414
English Learners<<<<<100<0<<<<
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169075101587721316887212
Female138977111383701717877013
Male1991739179174916897311
American Indian<<<<<100<0<<<<
Asian<100<0<<<<40905010
Black-828218-71712912695831
Hispanic38885131681651914867114
Native Hawaiian<100<0<<<<
White17917491588721217897211
Two or more races179678449288814867114
Students with Disabilities-42425865448462464454
Economically Disadvantaged983741757469267797221
English Learners-707030<<<<-858515
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268660142986561423876413
Female258459163187561322886612
Male268761132885571525866114
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<<<<
Black793877268963112792658
Hispanic238158191783671711786722
Native Hawaiian<<<<<100<0<100<0
White278559153086561424876313
Two or more races1195845327947212995675
Students with Disabilities548435273831625403560
Economically Disadvantaged117464261672562813806620
English Learners<<<<-91919-646436
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students428644144286441442874513
Female378346174084441642884612
Male468943114589441142864414
Asian<100<04292508<100<0
Black204727533373402727775023
Hispanic318049202471472932885612
White428745134488431244874413
Two or more races408747132583581735814519
Students with Disabilities853454793627649574843
Economically Disadvantaged247752232579542130825218
English Learners308050201672562825866114
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 94.6 State: 90.38Division: State:Division: State:

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

2016-20172017-20182018-2019
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten232283274
Kindergarten666669734
Grade 1711683684
Grade 2725724705
Grade 3806741746
Grade 4789812739
Grade 5798787839
Grade 6803810795
Grade 7853803811
Grade 8797850817
Grade 9833829869
Grade 10845814792
Grade 11809802782
Grade 12807779776
Total Students10,47410,38610,363
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students104741038610363
Female503949954977
Male543553915386
American Indian362726
Asian869097
Black234248272
Hispanic509530521
Native Hawaiian5611
White933191419056
Two or more races273344380
Students with Disabilities686698747
Not Students with Disabilities978896889616
Economically Disadvantaged393338934126
Not Economically Disadvantaged654164936237
English Learners202208240
Not English Learners102721017810123
Migrant913
Homeless355947
Military Connected2367143
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision39931722154016
State4978334419271095854981970
FemaleDivision23113495155
State27214151999363331873682
MaleDivision16818313102511
State2256919220177462536251288
American IndianDivision<<<<<<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision741111
State79241059810702211500849
HispanicDivision17171041
State47504926292891961258
WhiteDivision36728418143214
State299871610411585831717709
Two or more racesDivision4102020
State23641473934417494
Students with DisabilitiesDivision117220110
State1022603427101341173104
Economically DisadvantagedDivision7213011102010
State959515820159443026401137
English LearnersDivision<<<<<<
State1518329526534162581
HomelessDivision<<<<<<
State203616882523657
Foster CareDivision<<<<0<
State4413725104724
Military ConnectedDivision<<<<0<
State175295542122029
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students80973891.275393.1404.9
Female39937493.737995153.8
Male41036488.837491.2256.1
American Indian0<<<<<<
Asian0<100<10000
Black1512801386.716.7
Hispanic403587.53587.5410
White72966991.868393.7324.4
Two or more races181688.91688.9211.1
Students with Disabilities514078.44078.41121.6
Economically Disadvantaged25321384.222388.1207.9
English Learners0<<<<<<
Homeless0<<<<<<
Foster Care0<<<<00
Military Connected0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken -276 / 8.38%312 / 9.68%
Advanced Placement Course Enrollment -350 / 10.63%315 / 9.78%
Dual Enrollment -256 / 7.77%227 / 7.05%
Governor’s School Enrollment -29 / .88%136 / 4.22%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision71446235
State800295758128
FemaleDivision36225829
State404633112723
MaleDivision35220442
State395662645433
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision211433
State171681128234
HispanicDivision14<100
State8078522135
WhiteDivision67143835
State457613375026
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision341071
State5663303146
Economically DisadvantagedDivision1547651
State224091294842
English LearnersDivision0<100
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision-88118
 State-41393623
State LicensuresDivision-2426
 State-17901964
Industry CertificationDivision-10531212
 State-100544109590
Workplace ReadinessDivision---
 State-3077542313
Total Credentials EarnedDivision-11651356
 State-137248157490
Students Earning One or More CredentialsDivision-9601052
 State-109089126113
CTE CompletersDivision-588554
 State-4240440516
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
71.371.871.8

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,722.004,849.00777.00
2014-20154,091.005,116.00844.00
2015-20164,135.005,183.00905.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students9789643237270977058220023996196142062469418634214292
Female4759303113126473127691111465426896118452830996132
Male5030340124144503930610912849653461101284890325118160
American Indian19710204222720123302
Asian71100682219100191200
Black23923672312561120827917233201017
Hispanic38226610412256214663381648944516
Native Hawaiian0000000000000000
White8867569219242880651217919585655321801978285536191239
Two or more races2111551122514592572091229028818
Students with Disabilities642652636657631922638671825686672132
Economically Disadvantaged3682400153192363636313916935393961421653413406145210
English Learners210114019283717511362182011
Homeless51127175712510581581267151513
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
Subgroup2015-20162016-20172017-2018
All Students95.695.195.27
Female95.6195.1695.35
Male95.5895.0495.21
American Indian9593.9195.4
Asian97.9597.0997.37
Black94.4494.2995.13
Hispanic95.8395.5895.46
Native Hawaiian93.7497.1296.61
White95.6295.195.26
Two or more races94.6494.4294.76
Students with Disabilities94.7693.9393.89
Economically Disadvantaged94.2793.6193.75
English Learners96.2896.2295.7
Migrant92.5410093.71
Foster Care95.2893.97
Military Connected96.7795.7395.44
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses102
Technology Offenses52
Offenses Against Student26
Offenses Against Staff<
Weapons Offenses13
Property Offenses13
All Other Offenses43
Other Offenses Against Persons179
Disorderly or Disruptive Behavior Offenses501
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2380.280.3440.260.24
Asian0.6940.8210.867
Black2.3852.92.2354.632.3884.35
Hispanic4.032.494.8613.195.1043.87
Native Hawaiian0.0480.140.0480.0580.24
White90.36391.789.10488.5288.0385.85
Two or more races2.2622.492.6073.673.3135.44
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2380.3440.26
Asian0.6940.8210.867
Black2.38533.332.235502.388
Hispanic4.034.8615.104
Native Hawaiian0.0480.0480.058
White90.36366.6789.1045088.03100
Two or more races2.2622.6073.313
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2380.3440.26
Asian0.6940.8210.867
Black2.3852.2352.388
Hispanic4.034.8615.104
Native Hawaiian0.0480.0480.058
White90.36389.10488.03100
Two or more races2.2622.6073.313
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students38.9438.6939.29
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students34.4139.6649.91
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students77.6675.8775.53
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

2015-2016 Grades K-7 Student Teacher Ratio: 13.33 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 11.84 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional3%4%
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
 2014-20152015-20162016-2017
Division
All Schools100%-1%
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2015-201650%47%1%2%
2016-201750%46%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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