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General school information

Division: Bedford County Public Schools
Address: 310 S. Bridge St Bedford, VA 24523
Superintendent: Dr. Douglas R. Schuch
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 Schools19
Fully Accredited18
Partially Accredited: Warned School-Pass Rate1

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 StudentsDivision848588
 Virginia858687
FemaleDivision858992
 Virginia898990
MaleDivision838284
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision9310079
 Virginia909293
BlackDivision865976
 Virginia797981
HispanicDivision778885
 Virginia767675
WhiteDivision838790
 Virginia899091
Two or more racesDivision868278
 Virginia888989
Students with DisabilitiesDivision453640
 Virginia535354
Economically DisadvantagedDivision717282
 Virginia757578
English LearnersDivision<<<
 Virginia676762
Gap Group 2Division865976
 Virginia797981
Gap Group 3Division778885
 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 Students168164191882641816816619
Female198364172185641518846616
Male147864221580652013796621
American Indian<<<<<<<<20100800
Asian248560152586611429906110
Black662563896859326655935
Hispanic147359271371592912766424
Native Hawaiian<100<0<<<<<<<<
White178366171984661616836717
Two or more races117060301571562917725528
Students with Disabilities124028601041315913463354
Economically Disadvantaged9696031117362279716229
English Learners9625338106757337655835
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127664241676602413725928
Female157661241575592516745826
Male97667241778612211716029
American Indian<100<0<100<0
Asian368245186817519<<<<
Black652464866660344433957
Hispanic15786322867583312715929
Native Hawaiian<100<0<<<<
White127967211879612114756125
Two or more races7595241749415115685432
Students with Disabilities132815721236256414382463
Economically Disadvantaged5645936136956318605240
English Learners136047404706530-676733
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217957212382591817796221
Female268154192583591720785822
Male167660242182601815806520
Asian297950215083331721866414
Black8564844116454367615439
Hispanic256338381288771211756425
White238259182485611519836417
Two or more races77063303268363216493351
Students with Disabilities26401360134128599443556
Economically Disadvantaged136855321473592712705830
English Learners1174632613736027<<<<
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268156192986571424835917
Female338654143389561127845716
Male207757232583581722836117
American Indian<100<0<100<0
Asian338956112080602064100360
Black86052401368553214675333
Hispanic248259183768323217796221
White288456163188581225856015
Two or more races206848322782551821755425
Students with Disabilities144128591642265819553545
Economically Disadvantaged167155292179572113736027
English Learners1167563321715029<<<<
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197758232079592120816219
Female208161192685591524876313
Male197556251574592615766124
Asian27100730359560533754225
Black655494565953415686332
Hispanic77971211585701526684232
White217958212281591921846216
Two or more races1965463586962316767024
Students with Disabilities8362864838306315442956
Economically Disadvantaged9645536968593212716029
English Learners-64643613806720<100<0
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168265181685691517796221
Female208666142289671122856415
Male137765231181701912736127
American Indian<<<<<100<0<100<0
Asian37794221279164932895811
Black9635438107869224706630
Hispanic156246381373602710766724
White178467161787701317806320
Two or more races77568251371582929774823
Students with Disabilities7423558941325914402660
Economically Disadvantaged7716429107767238685932
English Learners84233587716429<<<<
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137866221576612411827118
Female148369171880632011837217
Male127462261272602810807020
American Indian<<<<<<<<<100<0
Asian-7373272184631620907010
Black2636138176144396625538
Hispanic1663473873327676716629
White148167191578642211847316
Two or more races146854321373602721795821
Students with Disabilities7342766532276814493551
Economically Disadvantaged564593666357376726628
English Learners<<<<-454555<<<<
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students79083106898411793867
Female8928388908210893857
Male68882124898512793877
Asian-9393724886512-1001000
Black587821328381172858315
Hispanic5868114-7070306100940
White89082106908510893867
Two or more races-91919390871013100870
Students with Disabilities1057484396152398574943
Economically Disadvantaged385821538380174898411
English Learners<<<<<<<<<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

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 Students248157192378552223846116
Female298657142884561628886012
Male197656241974552617796221
American Indian<<<<<<<<<<<<
Asian26967045386331450100500
Black12695631863553711726128
Hispanic187658241853344720755525
Native Hawaiian<100<0<100<0
White258256182480572024846116
Two or more races177760231977582313877313
Students with Disabilities1439256173933619413359
Economically Disadvantaged106858321166543413705730
English Learners<<<<11372663<<<<
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197657241869513118765824
Female238461162576512423825918
Male156852321264513613705730
American Indian<<<<<<<<<<<<
Asian18917393774372650100500
Black663573785345477595241
Hispanic136753331333206714665134
White217756231972532818775923
Two or more races117161292166453417877013
Students with Disabilities1126157423129697322568
Economically Disadvantaged9625338854464610615239
English Learners<<<<9271873<<<<
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28865714288860132892648
Female3488541231916093393617
Male238360172684591622906710
Asian331006707110029050100500
Black20755525773662717887112
Hispanic25906510226543353194636
White29865714298960112992638
Two or more races25856015188971119867714
Students with Disabilities165135491554394611544346
Economically Disadvantaged117664241579642118816319
English Learners<<<<<<<<<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

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 Students147864221480652014766224
Female148066201481671913776423
Male147662241478642214756025
American Indian2767403315856915-838317
Asian3287551336925683793557
Black758514266660345595441
Hispanic97263281573592710716129
Native Hawaiian<100<0<<<<<<<<
White158065201581661915786322
Two or more races974652697465267706230
Students with Disabilities9393061940306012402860
Economically Disadvantaged867593387062307655835
English Learners10746426197860229615339
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127260281171602913705730
Female11675733866583411665534
Male147763231376622414735827
American Indian<100<0<100<0
Asian4573272713887513<<<<
Black643385744641542312969
Hispanic12564444127260289685932
Native Hawaiian<100<0<100<0
White137563251274622614725828
Two or more races-686832259564112857315
Students with Disabilities12322068930227013382563
Economically Disadvantaged559534176154399564744
English Learners2060404097870227736727
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278053202181601920765624
Female288153191980612016715529
Male257953212382581824815619
Asian38693131641003603192628
Black1056464475952412595741
Hispanic198163191775582511716129
White288354172283611723795521
Two or more races20705030187557255605640
Students with Disabilities264316571537226313342166
Economically Disadvantaged146854321070613012635137
English Learners1580652027876013<<<<
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258055202581551923785622
Female298455162783561721775623
Male217655242478542224795521
American Indian<100<0<100<0
Asian33946163177462380100200
Black13523948759524110594841
Hispanic258863133361283917725528
White258257182783561723805820
Two or more races217958211678632221644336
Students with Disabilities11322168930217017351865
Economically Disadvantaged15695331127158299665734
English Learners1684681624623838<<<<
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218463161881631919816219
Female238764132286641420856515
Male198061201577622318775923
Asian36100640629533518826418
Black1674582696758337686232
Hispanic158873122575502516685332
White218563151883651721836217
Two or more races196950318776923-707030
Students with Disabilities84538551433196716432757
Economically Disadvantaged117363271371582911716129
English Learners1387731333784422<<<<
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students766593477366276595341
Female769633167973217676033
Male763563786860326534747
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<<<<
Black251494986456362504850
Hispanic-33336747268286696331
White868603267468267605340
Two or more races-6868321871532913503850
Students with Disabilities4332967736296413261374
Economically Disadvantaged758514266559354484352
English Learners<<<<9100910<<<<
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168673226866324686532
Female-69693117371272777523
Male268663236563356595341
American Indian<<<<<<<<<<<<
Asian<100<0<<<<<100<0
Black-51514936663343514949
Hispanic-505050-555545-727228
White171702927068304706630
Two or more races-838317-5959418625438
Students with Disabilities2323068441375914422958
Economically Disadvantaged163613836260384615739
English Learners<<<<<<<<<<<<
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students681751968578159797121
Female6847916786791410837317
Male778712268478167766924
American Indian<<<<<<<<<100<0
Asian694886181008204095555
Black578732238178192727028
Hispanic4635838377732314675333
Native Hawaiian<100<0<100<0
White681751978578158807220
Two or more races79083103868314-797921
Students with Disabilities-4747531474653-636337
Economically Disadvantaged171702917876222727028
English Learners-606040209373717584242
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9766724107767239786922
Female8787022977682310797021
Male11756425117665248766824
American Indian<<<<<100<0<<<<
Asian4795475339360732895811
Black450465086558357585142
Hispanic-87871357065304736927
Native Hawaiian<100<0
White9786922107767239807020
Two or more races66861327676033-737327
Students with Disabilities442385844542552353365
Economically Disadvantaged263613746460363686632
English Learners<100<0<<<<<<<<
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13867414209272817866914
Female12897711189173916856915
Male14847016239471618866814
American Indian<100<0<100<0<100<0
Asian40100600449450654100460
Black3686532388851212887612
Hispanic69489639945667807320
White14887412209372717866914
Two or more races-7171291689741113736027
Students with Disabilities107060302195745<<<<
Economically Disadvantaged9756625139279812806820
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128572151383701712827018
Female128573151383701711837217
Male138572151484701613816819
American Indian31100690<<<<-707030
Asian33946062489661130906010
Black568633267164295656035
Hispanic1375632576962318736527
Native Hawaiian<<<<<<<<<<<<
White138674141485711512847116
Two or more races13847116117564257766924
Students with Disabilities11564544105646447433757
Economically Disadvantaged775682587466265726728
English Learners12625038126452366554845
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248359172984551622815919
Female278557153083521723815819
Male228260182986571421826118
American Indian<100<0<100<0
Asian61100390339360757100430
Black12493751136855329625338
Hispanic478235182674472621664534
White238763133186551423846116
Two or more races327644242278562214685432
Students with Disabilities155136492353314714402660
Economically Disadvantaged15735827217656249706130
English Learners3378442229754625<<<<
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<87770234726828
Female<100<077568254777323
Male<<<<87971215696431
Black<100<045349471434157
White<<<<88071204757125
Students with Disabilities<<<<54438566352965
Economically Disadvantaged<100<056561353605740
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138773131081711914877413
Female12887612883751714887412
Male158570151280682013877413
American Indian<100<0<100<0<<<<
Asian21866414258156193394616
Black-78782247167295777323
Hispanic1272602835957415847916
White148874121183731714887412
Two or more races6857915671652911857415
Students with Disabilities648425225654443454255
Economically Disadvantaged879702147167295787322
English Learners-464654-363664<<<<
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118372171087761311847316
Female9847516108777139877813
Male138169191186751414826818
American Indian<100<0<<<<<<<<
Asian361006403310067038885013
Black-71712937370276767124
Hispanic<100<06827618-838317
White118271181088781212857315
Two or more races793877116353379867714
Students with Disabilities<<<<13837117<<<<
Economically Disadvantaged374712678174194837917
English Learners<100<0<<<<<100<0
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students485801598878128847516
Female482781898677146847716
Male5878213989801110847416
American Indian<100<0<<<<<<<<
Asian138875131990711019816319
Black-73732748278184757225
Hispanic270673057974214676333
Native Hawaiian<<<<<<<<
White5868214108879129867714
Two or more races88476167857815-747426
Students with Disabilities-5757432585542-494951
Economically Disadvantaged175742538078204747026
English Learners-535347-717129-303070
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 Students238562152486621422856315
Female218463162185641518836517
Male258560152787611326866014
American Indian3691559<<<<<100<0
Asian3887491347914493693587
Black127058301473592713695731
Hispanic216847322182611814766124
Native Hawaiian<<<<<<<<<100<0
White248662142588631224876313
Two or more races158470161782651812726028
Students with Disabilities1051414995445469524248
Economically Disadvantaged157459261476622415745926
English Learners155843421970513011685732
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15887312158974111591769
Female13877413108676149877813
Male1889721119917292196754
American Indian<100<0<100<0<100<0
Asian9918293810063018100820
Black-80802078073205797421
Hispanic1378652219765724694886
White16897311158975111692768
Two or more races1695795793867991829
Students with Disabilities255534546359386655935
Economically Disadvantaged9797021781741911837317
English Learners<<<<<<<<<100<0
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148470161685691517846716
Female128472161285731512816819
Male168468162085661522876513
American Indian<<<<<100<0<100<0
Asian892838488133193192628
Black5686332107262289756625
Hispanic12685632671652914816719
Native Hawaiian<100<0<100<0
White168670141687711318856715
Two or more races-868614208060209837417
Students with Disabilities-31316944844522434257
Economically Disadvantaged6706430872642810716129
English Learners<<<<18644536<<<<
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208463162584581624856115
Female168165192083631719846516
Male258762133185541528865814
American Indian<100<0<<<<<100<0
Asian45914594590451038905210
Black95950412074542623745126
Hispanic35764124148066204545046
Native Hawaiian<<<<<100<0
White208665142785581525886312
Two or more races23916891484701617765924
Students with Disabilities751454965044509544546
Economically Disadvantaged157156291372592816755925
English Learners<<<<94536558504250
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students483791778679144565344
Female-81811948076204585442
Male68478169918293555245
Asian<100<0
Black<<<<<100<0<<<<
Hispanic<<<<<100<0<<<<
White585801578578154595541
Two or more races<100<0<<<<
Students with Disabilities<<<<<<<<-252575
Economically Disadvantaged480762038379173474453
English Learners<<<<<100<0<<<<
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228159192387631319826318
Female218261182286641420856515
Male237957212487631318796121
American Indian<100<0<100<0<100<0
Asian42743226459145932895811
Black1861443997264286595341
Hispanic83123691783661714766224
White228461162588631221856515
Two or more races18826418487831310695931
Students with Disabilities342395833734631403860
Economically Disadvantaged106757331376632411716029
English Learners-33336715856915<<<<
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students438643144386431437844716
Female438643144284421630815119
Male448643144388451244864214
Asian77921587010030058100420
Black228159191964453613645136
Hispanic53802720529543530855615
White458742134488441241874613
Two or more races207353273968293214564244
Students with Disabilities85042501252404810514149
Economically Disadvantaged287951212877492326754925
English Learners448339174591459<<<<
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: 90.74 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-kindergarten194160165
Kindergarten658670655
Grade 1665647686
Grade 2687693684
Grade 3690689702
Grade 4740707690
Grade 5708752739
Grade 6736697758
Grade 7808740722
Grade 8743807754
Grade 9828806837
Grade 10800781771
Grade 11757783758
Grade 12863775801
Post Graduate100
Total Students9,8789,7079,722
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 Students987897079722
Female479646764688
Male508250315034
American Indian222123
Asian181189193
Black738719725
Hispanic305336364
Native Hawaiian688
White823880037948
Two or more races388431461
Students with Disabilities103510561096
Not Students with Disabilities884386518626
Economically Disadvantaged353737804083
Not Economically Disadvantaged634159275639
English Learners168170172
Not English Learners971095379550
Homeless223370
Military Connected575147
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 StudentsDivision40229015105114
State4978334419271095854981970
FemaleDivision22812355154
State27214151999363331873682
MaleDivision1741671053610
State2256919220177462536251288
AsianDivision1010010
State45731128821711553
BlackDivision21252134
State79241059810702211500849
HispanicDivision1380020
State47504926292891961258
WhiteDivision3472491384410
State299871610411585831717709
Two or more racesDivision1170110
State23641473934417494
Students with DisabilitiesDivision03915090
State1022603427101341173104
Economically DisadvantagedDivision75120125317
State959515820159443026401137
English LearnersDivision<<<<<<
State1518329526534162581
HomelessDivision<<<<<<
State203616882523657
Foster CareDivision<<<<<<
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 Students78270790.471791.7516.5
Female38035693.736195153.9
Male40235187.335688.6369
Asian121191.71191.718.3
Black564885.74987.535.4
Hispanic232191.32191.328.7
White67160990.861792446.6
Two or more races201890199515
Students with Disabilities645484.45484.4914.1
Economically Disadvantaged25020782.821284.83112.4
English Learners0<<<<<<
Homeless0<<<<<<
Foster Care0<<<<<<
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 -397 / 12.23%387 / 12.32%
Advanced Placement Course Enrollment -435 / 13.41%443 / 14.1%
Dual Enrollment -542 / 16.7%489 / 15.57%
Governor’s School Enrollment -57 / 1.76%42 / 1.34%
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 StudentsDivision70845136
State800295758128
FemaleDivision32320537
State404633112723
MaleDivision38524636
State395662645433
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision362433
State171681128234
HispanicDivision231822
State8078522135
WhiteDivision62639537
State457613375026
Two or more racesDivision14<100
State3387249826
Students with DisabilitiesDivision251444
State5663303146
Economically DisadvantagedDivision1847659
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-1424
 State-41393623
State LicensuresDivision-3118
 State-17901964
Industry CertificationDivision-919933
 State-100544109590
Workplace ReadinessDivision-347529
 State-3077542313
Total Credentials EarnedDivision-13111504
 State-137248157490
Students Earning One or More CredentialsDivision-10481225
 State-109089126113
CTE CompletersDivision-339290
 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 Students622141072651.5%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students645134464047.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students577114954047%
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
66.564.564.6

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
2013-20143,330.005,252.00718.00
2014-20153,104.005,486.00737.00
2015-20163,736.005,615.00775.00

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 Students9883463163208968744314320594054581491718559788339381
Female483422279106470321672109455922881864087405176182
Male50492418410249842277196484623068854472383163199
American Indian27001250002500121210
Asian1807111840001786121791122
Black74437192071345141773130913642553038
Hispanic273214529615232961376311311918
Native Hawaiian00000000000010001
White8321379131175810436712017677843931251447036647275287
Two or more races332198635916793831675360421235
Students with Disabilities9226624389137422439208422298991015971
Economically Disadvantaged30642648911535572809815331632891011023098439216275
English Learners1687311760011716431651611
Homeless00000000245143271017
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 Students96.3894.4394.53
Female96.2894.3394.47
Male96.4794.5394.57
American Indian97.0393.7394.06
Asian97.9897.1895.72
Black96.6394.6394.49
Hispanic96.5694.2394.12
Native Hawaiian97.595.6797.32
White96.3194.494.56
Two or more races96.3393.6193.71
Students with Disabilities95.292.9992.98
Economically Disadvantaged94.8692.6792.8
English Learners97.2496.1695.35
Foster Care94.4391.91
Military Connected95.4893.3694.28
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 Offenses114
Technology Offenses39
Offenses Against Student159
Offenses Against Staff45
Weapons Offenses36
Property Offenses30
All Other Offenses110
Other Offenses Against Persons193
Disorderly or Disruptive Behavior Offenses534
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 Indian0.2480.2230.216
Asian1.7031.8330.151.9480.16
Black7.36915.947.47416.247.41115.95
Hispanic3.0410.723.0892.433.4631.48
Native Hawaiian0.040.0610.082
White83.90678.883.43176.7882.48875.66
Two or more races3.7144.533.934.44.4426.74
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 Indian0.2480.2230.216
Asian1.7031.8331.9482.99
Black7.36911.117.47410.677.41116.42
Hispanic3.0414.443.0891.333.4632.99
Native Hawaiian0.040.0610.082
White83.90682.2283.4318882.48874.63
Two or more races3.7142.223.934.4422.99
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 Indian0.2480.2230.216
Asian1.7031.8331.948
Black7.3697.4747.411
Hispanic3.0413.08916.673.463
Native Hawaiian0.040.0610.082
White83.90610083.43183.3382.488100
Two or more races3.7143.934.442
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 Students36.9436.3635.2
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 Students45.444.2443.11
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 Students77.5575.8373.89
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.14 : 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: 11.39 : 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
Provisional5%5%
Provisional Special Education2%2%
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 Schools-1%1%
High Poverty-6%-
Low Poverty-2%1%
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
2015-201648%48%1%3%
2016-201749%47%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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