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

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 Accredited15
Partially Accredited: Improving School-Pass Rate1
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157561251576612415786222
Female177861221778612218816219
Male127360271373612712756225
American Indian<<<<-5050509827318
Asian268762131884671622836117
Black6655835106353378736627
Hispanic765583596859326645836
Native Hawaiian<<<<<<<<<<<<
White157661241577612316796321
Two or more races8706230868603213705730
Students with Disabilities8292171103121697292271
Economically Disadvantaged862543886255388655735
English Learners151504935048504615839
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197152291268563213715829
Female227249281370573017775923
Male16705430106656349665634
American Indian<<<<<100<0<<<<
Asian<<<<<<<<<<<<
Black149379765044504706530
Hispanic54944517615439-616139
White207252281269573114725828
Two or more races46056401153424721543246
Students with Disabilities7272073926177448492
Economically Disadvantaged1056464475549457575043
English Learners-464654-535347-606040
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187356271674582617735627
Female207454262076572418765824
Male167257281372592815705530
Asian<<<<10807020<<<<
Black-373763295324476565044
Hispanic362593866356385514749
White197556251775582517755825
Two or more races23856215-63633712604840
Students with Disabilities13291671153116699281872
Economically Disadvantaged1062523876356378605340
English Learners-656535-565644-565644
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458262579542121755425
Female197656242779512126765124
Male137360272380562018745626
American Indian<<<<<100<0
Asian<100<0<<<<15776223
Black14594541729217124714729
Hispanic15735827146753339655735
White177558252681551923765324
Two or more races6716529337542258716329
Students with Disabilities10302070162711739312369
Economically Disadvantaged86253381466533412635037
English Learners4615739106252388696231
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177357271876582425815619
Female207857222076562428835517
Male136956311676592422805820
Asian<100<0<100<0<<<<
Black-68683211645436-565644
Hispanic7575043147865229635338
White187557251976582426825718
Two or more races65044501477642330805020
Students with Disabilities41613841432186811322168
Economically Disadvantaged8605240966573412705730
English Learners-434357743365712655335
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207756231376632413796621
Female248157191783661717846716
Male17735627107060309756525
Asian<100<0<<<<<<<<
Black570653057570257878013
Hispanic1577622365650445787322
White217655241478642214796521
Two or more races6888113-535347-828218
Students with Disabilities2222178-23237710332367
Economically Disadvantaged866573486052408736527
English Learners<<<<<<<<8696231
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students77164291269573112746226
Female77668241572582816786222
Male7676033106656348706230
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<<<<
Black1538236277971215746826
Hispanic3605740157459268554845
Native Hawaiian<100<0<<<<
White77265281268563212756325
Two or more races11786722581761916584242
Students with Disabilities14392561-323268-242476
Economically Disadvantaged357554345349476554945
English Learners<<<<<<<<-555545
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students788801278780136908410
Female889811189082107908310
Male786791468579155898511
Asian<<<<<100<0<100<0
Black-858515-929289877813
Hispanic390861038279186817519
White888801278880126908410
Two or more races-676733-737327591869
Students with Disabilities6383262164529558484052
Economically Disadvantaged476722447369273848116
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167761231874552620775723
Female208464162479562127845716
Male137058301368553214715829
American Indian<<<<<<<<<<<<
Asian30704030181008205093437
Black14705730775682514645036
Hispanic9726428107060307655935
Native Hawaiian<100<0<<<<
White177761231974542621785722
Two or more races107767231477632311705930
Students with Disabilities7302370112816721222178
Economically Disadvantaged8635437761533913645136
English Learners-363664-272773-606040
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136855321664473616695331
Female178063202168473223795521
Male95748431159484110605040
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<<<<
Black25502550-6464365555045
Hispanic10625238126250385595441
Native Hawaiian<100<0<<<<
White136855321763463717705330
Two or more races116858321075652510504050
Students with Disabilities62619741015685-111189
Economically Disadvantaged8564844550455010544446
English Learners<<<<<<<<-646436
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208666142183631724866214
Female238865122690641031895911
Male168367171577612318836517
Asian<<<<<100<0<100<0
Black88072201486711423735027
Hispanic783761787668249746526
White208666142184621625876213
Two or more races9918292080602013887513
Students with Disabilities8342766134026602333167
Economically Disadvantaged97263281072622817786222
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168166191681651916816519
Female168266181682661817826518
Male158065201680642015806520
American Indian-6060401767503314796421
Asian3196654338956113492588
Black1371582976558358696131
Hispanic87769231280682011796921
Native Hawaiian<<<<<100<0<<<<
White168266181682661817826518
Two or more races117665241272602810746426
Students with Disabilities943345794031608362864
Economically Disadvantaged871632997162298706130
English Learners9716229972622811776623
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157458261376632413746126
Female167256281277652315756025
Male147561251576612411746326
American Indian<<<<<100<0<100<0
Asian<<<<<<<<<100<0
Black95545456655935-767624
Hispanic86759331476622413746126
White167458261377642314746026
Two or more races-7171291158474211746326
Students with Disabilities92718737352865412888
Economically Disadvantaged762553876659347635637
English Learners12625038967583313837117
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298455162783561724815719
Female278154192781541924825918
Male308656142785581525805520
Asian<<<<3691559<<<<
Black55853421859414111503950
Hispanic177558252175542512796721
White308555152884561626825718
Two or more races2993647470673015735827
Students with Disabilities164529551245335512382662
Economically Disadvantaged167660241674592613725928
English Learners127765231879612113786622
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267853222880522022785622
Female257954212878502222775523
Male267852222781531922805720
Asian<100<0<<<<46853815
Black297142291436216417614439
Hispanic9746526188265187706430
White267953212880522024805620
Two or more races24714729237754234656135
Students with Disabilities7332667143319679332467
Economically Disadvantaged166954311570553010695831
English Learners13705730158065208817319
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168569151583681718846616
Female198768131383701718846616
Male138269181782661818846616
Asian<100<0<100<0<100<0
Black2386641447067306534747
Hispanic977682358075206847816
White168569151684681619856615
Two or more races66356381882641816796321
Students with Disabilities-4141591346335415392461
Economically Disadvantaged977682377467268736527
English Learners-717129663563811897811
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157257281373602713746126
Female187456261780632014746026
Male137158291067573312736127
Asian<100<0<100<0<100<0
Black56560351060504010766624
Hispanic11756425968603213746226
White167356271374612613736027
Two or more races-64643675043505736827
Students with Disabilities932236822523757373063
Economically Disadvantaged659534156055408625438
English Learners<<<<<<<<15543846
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students469653116362371717029
Female3757225-6565352757325
Male56460362626038-686732
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black<<<<-676733-676733
Hispanic-6868325797421-636337
Native Hawaiian<100<0<<<<
White469653116362371737227
Two or more races9827318-575743-383863
Students with Disabilities194627546322668-252575
Economically Disadvantaged25755431565544-606040
English Learners<<<<<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388851278881128857815
Female391889789821110887812
Male386831478881125827718
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black5767124-6464364787422
Hispanic-898911139380713907810
White389861178881128857815
Two or more races4787422-848416-848416
Students with Disabilities-585842-5353472504850
Economically Disadvantaged281791928382175757025
English Learners<<<<<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students119079101188771218897211
Female9918191189781119886912
Male128977111187761317907410
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<100<0
Black14867114-868614<<<<
Hispanic39793358479162192718
White109079101188771218897111
Two or more races218463161179682117897211
Students with Disabilities44844522444256-444456
Economically Disadvantaged4837917881731910817119
English Learners<100<0-808020<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2187661323926982693677
Female1985661522916992694676
Male2289661125946962592678
Asian<100<0<100<0<<<<
Black-808020<100<0<<<<
Hispanic574682681009201194836
White2187661323926982693677
Two or more races<100<0509242827100730
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged118271182189681120907010
English Learners<100<0<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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118171191585701515846916
Female98172191383711715846916
Male138269181786691416846816
American Indian<<<<<<<<<<<<
Asian20907010199475618897111
Black9736428571672910655635
Hispanic673672768275189726328
Native Hawaiian<100<0<100<0<<<<
White118271181585701516856915
Two or more races188568151487721310766624
Students with Disabilities439346184436564444056
Economically Disadvantaged568633287668248716429
English Learners-38386226664344605740
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117362272681551921775623
Female96960312276542420755525
Male147763232985561522785622
American Indian<<<<<100<0
Asian<100<0<<<<15776223
Black137057307362964-383863
Hispanic3625938177861227595241
White117362272682551823795621
Two or more races257550252369463113675433
Students with Disabilities63529651439256112382662
Economically Disadvantaged65852421469553110645436
English Learners-39396157167298544646
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students779732197970219786922
Female5797421875672510807021
Male880712098273188776923
American Indian<<<<<100<0<<<<
Asian<<<<<100<0<<<<
Black8544646-67673311726128
Hispanic3737027470673011584742
Native Hawaiian<100<0<<<<
White779732197970219807120
Two or more races59589511897811-707030
Students with Disabilities53732632373563-282872
Economically Disadvantaged466623436764335645836
English Learners<<<<<<<<-363664
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118271181489751119876913
Female98475161390761018887012
Male128068201487731319876713
American Indian<100<0<100<0<<<<
Asian<100<0<<<<<100<0
Black-808020590851020705030
Hispanic684781648682141494806
White118271181489741119876813
Two or more races24714729189476613837117
Students with Disabilities-292971-4747532474553
Economically Disadvantaged4696431783761710796921
English Learners<<<<-454555-909010
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1591779148974111495815
Female1392798118675141294826
Male1790731019937481695795
Asian<100<0<100<0<100<0
Black<100<0<<<<<100<0
Hispanic-858515-868614892838
White1591769158974111495815
Two or more races<<<<<100<018826418
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged88881125858015792858
English Learners<100<0<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151189771113887412
Female8837517989801114857215
Male158772131489751113907610
American Indian<100<0<<<<<100<0
Asian<<<<<100<0<100<0
Black14766224-7777236676133
Hispanic1371582938986117777023
White118674141289771114887512
Two or more races179678458682149827318
Students with Disabilities44844524454155-646436
Economically Disadvantaged675692568377176767024
English Learners-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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238865122689631127886112
Female208766132287661324876313
Male268963112990611030906010
American Indian<<<<<<<<<<<<
Asian4595505461005403495615
Black18846616876682421755525
Hispanic228563151684681620806120
Native Hawaiian<100<0<<<<<<<<
White238865122689631128896111
Two or more races2492688209272823886612
Students with Disabilities13523948115343479463654
Economically Disadvantaged158065201480662016786222
English Learners66457361473592712715929
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168671141789721121906910
Female118473161487731316887212
Male2088681221917092692668
Asian<<<<<100<0<100<0
Black-8282188837517-767624
Hispanic16846816684771614796621
White168670141889711121906910
Two or more races1090801078073202791649
Students with Disabilities3555345-6161398554745
Economically Disadvantaged7756825979712111847316
English Learners<<<<<<<<13675333
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17856815439249836895311
Female99484643955253795585
Male247653244288451236824618
American Indian<100<0
Black<100<0<<<<<<<<
White1784671644934973792568
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-6161392788621223825918
English Learners<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249268825957052795685
Female2189681115947862093737
Male279467636976133597633
Asian<100<0<100<0<100<0
Black20705030<<<<<<<<
Hispanic20856515188871122294726
White249268825957052795685
Two or more races<<<<2510075031100690
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged188366171290791022896711
English Learners<<<<<<<<<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168974111690751015877213
Female138874121389771113837017
Male189173919917391791749
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<<<<
Black595905-828218-717129
Hispanic21866614388851316816519
White16897311179174915887212
Two or more races98677141796784492888
Students with Disabilities-565644-4242586544846
Economically Disadvantaged884761698374175746926
English Learners-575743-707030<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238865122686601429865614
Female218967112584591631875613
Male258864122687611328855715
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black1569543179387726896311
Hispanic139077102381581917836717
Native Hawaiian<100<0<<<<<100<0
White238865122785591530865614
Two or more races38100630119584532794721
Students with Disabilities540366054843527383162
Economically Disadvantaged158065201174642616725628
English Learners<<<<<<<<-91919
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398647144286441442864414
Female368448163783461740844416
Male428846124689431145894411
American Indian<<<<<100<0
Asian<100<0<100<04292508
Black418645142047275333734027
Hispanic337945213180492024714729
Native Hawaiian<100<0
White398647144287451344884312
Two or more races44945064087471325835817
Students with Disabilities1840226085345479362764
Economically Disadvantaged267953212477522325795421
English Learners147764233080502016725628
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

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten252232283
Kindergarten706666669
Grade 1721711683
Grade 2793725724
Grade 3761806741
Grade 4791789812
Grade 5780798787
Grade 6840803810
Grade 7787852803
Grade 8812797850
Grade 9864833828
Grade 10842844813
Grade 11799809802
Grade 12774807779
Total Students10,52210,47210,384
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

2016 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
Subgroup2014-20152015-20162016-2017
All Students105221047210384
Female507750384995
Male544554345389
American Indian253627
Asian738590
Black251234248
Hispanic424509530
Native Hawaiian556
White950693309139
Two or more races238273344
Students with Disabilities682686698
Not Students with Disabilities984097869686
Economically Disadvantaged387239333893
Not Economically Disadvantaged665065396491
English Learners193202208
Not English Learners103291027010176
Migrant191
Homeless413559
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
State4917234245347693750042233
FemaleDivision228141152176
State268261509812453531830807
MaleDivision1951791762411
State2234619147223158431741426
AsianDivision<<<<0<
State44281223901613062
BlackDivision792031
State78991054014312301411965
HispanicDivision11131031
State44244511381851536311
WhiteDivision3962902583415
State300171650714345631731798
Two or more racesDivision674010
State222313111283715989
Students with DisabilitiesDivision21932140
State946530634751091061120
Economically DisadvantagedDivision58106225198
State921814810194032821211221
English LearnersDivision<<<<<<
State448206829417117888
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 Taken -330 / 10.06%276 / 8.38%
Advanced Placement Course Enrollment -354 / 10.8%350 / 10.63%
Dual Enrollment -258 / 7.87%256 / 7.77%
Governor’s School Enrollment -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
State807635806328
FemaleDivision37526729
State410153155223
MaleDivision37019448
State397482651133
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision141029
State175771162334
HispanicDivision151033
State7574489435
WhiteDivision70443338
State467653441326
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision391756
State5864307448
Economically DisadvantagedDivision1827459
State228881345241
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision-6088
 State-39714139
State LicensuresDivision-1724
 State-16731790
Industry CertificationDivision-10441053
 State-89541100544
Workplace ReadinessDivision---
 State-3366530775
Total Credentials EarnedDivision-11211165
 State-128850137248
Students Earning One or More CredentialsDivision-963960
 State-104867109089
CTE CompletersDivision-555588
 State-3929142404
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
2014-20155,950.004,802.00771.00

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
Subgroup2014-20152015-20162016-2017
All Students95.7595.695.1
Female95.8395.6195.16
Male95.6795.5895.04
American Indian94.759593.91
Asian97.7597.9597.09
Black95.2894.4494.29
Hispanic95.8695.8395.58
Native Hawaiian96.9393.7497.12
White95.7495.6295.1
Two or more races95.7594.6494.42
Students with Disabilities9594.7693.93
Economically Disadvantaged94.4894.2793.61
English Learners96.3796.2896.22
Migrant92.54100
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 Indian0.2250.2380.280.344
Asian0.6840.6940.812
Black2.3913.832.3852.92.2354.63
Hispanic3.8062.744.032.494.8613.19
Native Hawaiian0.0090.0480.140.048
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 Indian0.2250.2380.344
Asian0.6840.6940.812
Black2.3912.38533.332.23550
Hispanic3.8064.034.861
Native Hawaiian0.0090.0480.048
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 Indian0.2250.2380.344
Asian0.6840.6940.812
Black2.3912.3852.235
Hispanic3.8064.034.861
Native Hawaiian0.0090.0480.048
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

.

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
2014-201551%45%1%3%
2015-201650%46%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Augusta County Public Schools to top