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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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168065201681641918826418
Female188466161983641721856415
Male147763231478642215806520
American Indian7878013<<<<<<<<
Asian228663142485601525866114
Black762543866256389685932
Hispanic137057301473592713715929
Native Hawaiian<<<<<100<0<<<<
White178266181783661719846616
Two or more races117261281170603015715629
Students with Disabilities93829621240286010413159
Economically Disadvantaged9706130969603111736227
English Learners6544846962533810675733
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187558251276642416766024
Female197961211576612415755925
Male17715529976672417786122
Asian21715029368245186817519
Black655484565246486666034
Hispanic19503150157863228675833
White207959211279672118796121
Two or more races-63633775952417494151
Students with Disabilities194223581328157212362564
Economically Disadvantaged13705730564593613695631
English Learners18644536136047404706530
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207756232179572123825918
Female248258182681541925835917
Male177255281676602421826018
American Indian<100<0<100<0
Asian228967112979502150833317
Black9433457856484411645436
Hispanic57468262563383812887712
White228058202382591824856115
Two or more races14645036770633032683632
Students with Disabilities173821622640136013412859
Economically Disadvantaged146652341368553214735927
English Learners66559351174632613736027
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257854222681561929865714
Female278053203386541433895611
Male227755232077572325835817
Asian42925083389561120806020
Black11615039860524013685532
Hispanic107667242482591837683232
White268054202884561631885812
Two or more races256742332068483227825518
Students with Disabilities113423661441285916422658
Economically Disadvantaged137158291671552921795721
English Learners-5050501167563321715029
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261977582320795921
Female187658242081611926855915
Male147158291975562515745926
American Indian<<<<<100<0
Asian42743226271007303595605
Black1454394665549456595341
Hispanic20472753779712115857015
White157661242179582122815919
Two or more races12695831196546358696231
Students with Disabilities835276583628648383063
Economically Disadvantaged660544096455369685932
English Learners9362764-64643613806720
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198566151682651816856915
Female238866122086661422896711
Male158267181377652311817019
American Indian<<<<<<<<<100<0
Asian15100850377942212791649
Black6696331963543810786922
Hispanic147157291562463813736027
White218867121784671617877013
Two or more races16745826775682513715829
Students with Disabilities241395974235589413259
Economically Disadvantaged10736327771642910776723
English Learners<<<<84233587716429
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students77871221378662215766124
Female78174191483691718806320
Male77467261274622612726028
American Indian<100<0<<<<<<<<
Asian<<<<-73732721846316
Black4635937263613817614439
Hispanic19755625166347387332767
White77972211481671915786422
Two or more races109081101468543213736027
Students with Disabilities331286973427665322768
Economically Disadvantaged365613556459366635737
English Learners<<<<<<<<-454555
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students89285879083106898411
Female9958658928388908210
Male790831068882124898512
American Indian<100<0<100<0
Asian-94946-9393724886512
Black383801758782132838117
Hispanic118271185868114-707030
White89485689082106908510
Two or more races-808020-919193908710
Students with Disabilities3535047105748439615239
Economically Disadvantaged488831338582153838017
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228057202481571923785522
Female278659142986571428845616
Male177456261976562419745526
American Indian<<<<<<<<<<<<
Asian4591459269670453863314
Black11645336126956318635537
Hispanic178063201876582418533447
White238158192582561824805720
Two or more races147258281777602319775823
Students with Disabilities5262074143925617393361
Economically Disadvantaged106656341068583211665434
English Learners-545446<<<<11372663
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167155291976572418695131
Female218058202384611625765124
Male106252381568523212645136
American Indian<<<<<<<<<<<<
Asian<<<<189173937743726
Black853454766357378534547
Hispanic138067201367533313332067
White177255282177562319725328
Two or more races147662241171612921664534
Students with Disabilities4151185112615742312969
Economically Disadvantaged757514396253388544646
English Learners<<<<<<<<9271873
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288760132886571428886013
Female3291599348854123191609
Male238360172383601726845916
American Indian<<<<<100<0
Asian63943163310067071100290
Black14735927207555257736627
Hispanic198162192590651022654335
White298960112986571429896011
Two or more races146855322585601518897111
Students with Disabilities73932611651354915543946
Economically Disadvantaged147460261176642415796421
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137562251478642214806520
Female137764231480662014816719
Male137360271476622414786422
American Indian13948162767403315856915
Asian38905210328755133692568
Black758524275851426666034
Hispanic11726128972632815735927
Native Hawaiian<<<<<100<0<<<<
White137663241580652015816619
Two or more races767603397465269746526
Students with Disabilities839306193930619403060
Economically Disadvantaged764573686759338706230
English Learners106555351074642619786022
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136552351272602811716029
Female15655035116757338665834
Male126553351477632313766224
Asian297143294573272713887513
Black639326164338574464154
Hispanic184729531256444412726028
White146954311375632512746226
Two or more races-484852-6868322595641
Students with Disabilities15402560123220689302270
Economically Disadvantaged857494355953417615439
English Learners17503350206040409787022
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218160192780532021816019
Female248460162881531919806120
Male197859222579532123825818
American Indian<100<0<100<0
Asian509040103869313164100360
Black12534147105646447595241
Hispanic22947261981631917755825
White218362172883541722836117
Two or more races237755232070503018755725
Students with Disabilities154127592643165715372263
Economically Disadvantaged147157291468543210706130
English Learners167963211580652027876013
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268054202580552025815519
Female268357172984551627835617
Male267751232176552424785422
Asian67100330339461631774623
Black22725028135239487595241
Hispanic137057302588631333612839
White278154192582571827835617
Two or more races-7575252179582116786322
Students with Disabilities11362564113221689302170
Economically Disadvantaged187255281569533112715829
English Learners85446461684681624623838
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148167192184631618816319
Female158268182387641322866414
Male148066201980612015776223
American Indian<100<0<100<0
Asian31815019361006406295335
Black5777123167458269675833
Hispanic187153291588731225755025
White158267182185631518836517
Two or more races13756325196950318776923
Students with Disabilities7463954845385514331967
Economically Disadvantaged67165291173632713715829
English Learners156246381387731333784422
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students564593676659347736627
Female664583676963316797321
Male564593676356378686032
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<100<0
Black252504825149498645636
Hispanic10433357-3333674726828
White666603486860326746826
Two or more races-575743-68683218715329
Students with Disabilities622167843329677362964
Economically Disadvantaged249485175851426655935
English Learners<<<<<<<<9100910
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students160594016867322686632
Female1686732-6969311737127
Male152514826866323656335
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<<<<
Black3464354-5151493666334
Hispanic<<<<-505050-555545
White162613817170292706830
Two or more races<<<<-838317-595941
Students with Disabilities419158123230684413759
Economically Disadvantaged254524616361383626038
English Learners<<<<<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students778712268175196857815
Female782751868479167867914
Male874662677871226847816
American Indian<100<0<<<<<<<<
Asian4110059069488618100820
Black375732557873223817819
Hispanic-90901046358383777323
Native Hawaiian<<<<<100<0
White778712268175197857815
Two or more races360574079083103868314
Students with Disabilities-535347-4747531474653
Economically Disadvantaged268663217170291787622
English Learners<<<<-6060402093737
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6746926976672410776723
Female675692587870229776823
Male57468261175642511766524
American Indian<100<0<<<<<100<0
Asian1882641847954753393607
Black-41415945046508655835
Hispanic7827518-8787135706530
Native Hawaiian<100<0<100<0
White6777123978692210776723
Two or more races769623166861327676033
Students with Disabilities240386044238584454255
Economically Disadvantaged358564226361374646036
English Learners<<<<<100<0<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15786322138674142092728
Female12796721128977111891739
Male18775923148470162394716
American Indian<100<0<100<0<100<0
Asian47100530401006004494506
Black-58584236865323888512
Hispanic137563256948963994566
Native Hawaiian<100<0<100<0
White15786322148874122093727
Two or more races15857015-71712916897411
Students with Disabilities-505050107060302195745
Economically Disadvantaged770633097566251392798
English Learners<<<<<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128169191285721513837017
Female108070201285731513837017
Male148167191385721514847016
American Indian<100<031100690<<<<
Asian29886012339460624896611
Black470663056863326716429
Hispanic6766924137563257696231
Native Hawaiian<100<0<<<<<<<<
White138269181386741414857115
Two or more races77568251384711611756425
Students with Disabilities44642541156454410564644
Economically Disadvantaged672662877568258746626
English Learners-4242581262503812645236
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228260182483591729845516
Female188162192785571530835217
Male268458162282601829865714
Asian3392588611003903393607
Black117059301249375113685532
Hispanic58277184782351826744726
White248359172387631331865514
Two or more races47167293276442422785622
Students with Disabilities64742531551364923533147
Economically Disadvantaged137461261573582721765624
English Learners-4545553378442229754625
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-605940<<<<8777023
Female1565544<100<07756825
Male-636337<<<<8797121
Asian<<<<8837517
Black-595941<100<04534947
Hispanic<<<<-626238
Native Hawaiian<100<0<<<<
White-606040<<<<8807120
Two or more races<<<<4747026
Students with Disabilities2252375<<<<5443856
Economically Disadvantaged1545346<100<05656135
English Learners<<<<-535347
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128169191387731310817119
Female11827118128876128837517
Male137966211585701512806820
American Indian<100<0<100<0<100<0
Asian359055102186641425815619
Black3737027-7878224716729
Hispanic4757125127260283595741
Native Hawaiian<100<0<100<0
White138269181488741211837317
Two or more races967583368579156716529
Students with Disabilities149475164842522565444
Economically Disadvantaged571662987970214716729
English Learners<<<<-464654-363664
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118068201183721710877613
Female10807020984751610877713
Male127967211381691911867514
Asian201008003610064033100670
Black-686832-7171293737027
Hispanic11897911<100<06827618
White117968211182711810887812
Two or more races1783671779387711635337
Students with Disabilities<<<<<<<<13837117
Economically Disadvantaged272702837471267817419
English Learners<100<0<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students786791448580159887812
Female586801448278189867714
Male1087771358782139898011
American Indian<100<0<100<0<<<<
Asian<<<<1388751319907110
Black2757325-7373274827818
Hispanic970613027067305797421
White8888012586821410887912
Two or more races485811588476167857815
Students with Disabilities4635937-5757432585542
Economically Disadvantaged578722217574253807820
English Learners<<<<-535347-717129
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228461162385621524866214
Female208263182184631621856415
Male258560152585601527876113
American Indian471005303691559<<<<
Asian4097573388749134791449
Black97162291270583014735927
Hispanic267550252168473221826118
Native Hawaiian<<<<<<<<<<<<
White238562152486621425886312
Two or more races217857221584701617826518
Students with Disabilities8463754105141499544546
Economically Disadvantaged147258281574592614766224
English Learners135846421558434219705130
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138774131588731215897411
Female98676141387741310867614
Male17877113188972111991729
American Indian<100<0<100<0<100<0
Asian2810072099182938100630
Black7756925-8080207807320
Hispanic127362271378652219765724
Native Hawaiian<100<0
White138875121689731115897511
Two or more races147359271695795793867
Students with Disabilities-42425825553454635938
Economically Disadvantaged575702597970217817419
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148066201484701616856915
Female127866221284721612857315
Male178265181684681620856615
American Indian<100<0<<<<<100<0
Asian<<<<89283848813319
Black4656235568633210726228
Hispanic25886313126856326716529
Native Hawaiian<<<<<100<0<100<0
White158166191686701416877113
Two or more races1392798-86861420806020
Students with Disabilities5342966-3131694484452
Economically Disadvantaged1068583267064308726428
English Learners<<<<<<<<18644536
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062202084631625845816
Female147763231681651920836317
Male218261182587621331855415
American Indian<100<0<100<0<<<<
Asian50100500459145945904510
Black5716629959504120745426
Hispanic196748333576412414806620
White188162192086651427855815
Two or more races10736327239168914847016
Students with Disabilities743365775145496504450
Economically Disadvantaged86860321571562913725928
English Learners<<<<<<<<9453655
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students785781548379177867914
Female3908610-8181194807620
Male128068206847816991829
Asian<100<0<100<0
Black<100<0<<<<<100<0
Hispanic<<<<<<<<<100<0
White787801358580157857815
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged1080702048076203837917
English Learners<<<<<<<<<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298455162281591923876313
Female268256182182611822866414
Male338653142379572124876313
American Indian<100<0<100<0<100<0
Asian1592778427432264591459
Black16755925186144399726428
Hispanic29683932831236917836617
White318655142284611625886312
Two or more races23714829188264184878313
Students with Disabilities431276934239583373463
Economically Disadvantaged167155291067573313766324
English Learners<<<<-33336715856915
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students428745134386431443864314
Female458945114386431442844216
Male418645144486431443884512
American Indian<100<0<100<0
Asian65100350779215870100300
Black126754332281591919644536
Hispanic5694396538027205295435
White448945114587421344884412
Two or more races488638142073532739682932
Students with Disabilities13554145850425012524048
Economically Disadvantaged347946212879512128774923
English Learners35824718448339174591459
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

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-kindergarten180194160
Kindergarten677658670
Grade 1687665647
Grade 2706687693
Grade 3745690689
Grade 4709740707
Grade 5745708752
Grade 6807736697
Grade 7743808740
Grade 8804743807
Grade 9827828806
Grade 10812800781
Grade 11868757783
Grade 12789863775
Post Graduate010
Total Students10,0999,8789,707
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 Students1009998789707
Female491847964676
Male518150825031
American Indian252221
Asian172181189
Black744738719
Hispanic307305336
Native Hawaiian468
White847282388003
Two or more races375388431
Students with Disabilities101010351056
Not Students with Disabilities908988438651
Economically Disadvantaged403235373780
Not Economically Disadvantaged606763415927
English Learners167168170
Not English Learners993297109537
Homeless32233
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
State4977134413270494355291988
FemaleDivision22812355154
State27208151939333271895690
MaleDivision1741671053610
State2256319220177161636341298
AsianDivision1010010
State45721127821711655
BlackDivision21252134
State79241059810692161508849
HispanicDivision1380020
State47494925291891967259
WhiteDivision3472491384410
State299791609911555741732722
Two or more racesDivision1170110
State23621474924317496
Students with DisabilitiesDivision03915090
State1022602927041321179106
Economically DisadvantagedDivision75120125317
State959315817159242326561135
English LearnersDivision<<<<<<
State1518329526533162780
HomelessDivision<<<<<<
State203617882423755
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<<<<<<
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 Taken413 / 12.53%397 / 12.23%387 / 12.32%
Advanced Placement Course Enrollment430 / 13.05%435 / 13.41%443 / 14.1%
Dual Enrollment388 / 11.77%542 / 16.7%489 / 15.57%
Governor’s School Enrollment58 / 1.76%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
State800255758028
FemaleDivision32320537
State404623112723
MaleDivision38524636
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision362433
State171671128234
HispanicDivision231822
State8077522135
WhiteDivision62639537
State457593374926
Two or more racesDivision14<100
State3387249826
Students with DisabilitiesDivision251444
State5663303146
Economically DisadvantagedDivision1847659
State224061294742
English LearnersDivision0<100
State3672225539
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 AssessmentsDivision171424
 State397141393623
State LicensuresDivision283118
 State167317901964
Industry CertificationDivision896919933
 State89541100544109590
Workplace ReadinessDivision195347529
 State336653077542313
Total Credentials EarnedDivision113613111504
 State128850137248157490
Students Earning One or More CredentialsDivision95210481225
 State104867109089126113
CTE CompletersDivision337339290
 State392914240440516
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
Subgroup2014-20152015-20162016-2017
All Students96.5696.3894.43
Female96.5196.2894.33
Male96.696.4794.53
American Indian97.1697.0393.73
Asian98.2897.9897.18
Black96.5396.6394.63
Hispanic96.8496.5694.23
Native Hawaiian98.6397.595.67
White96.5196.3194.4
Two or more races96.5396.3393.61
Students with Disabilities95.4995.292.99
Economically Disadvantaged95.1294.8692.67
English Learners97.7697.2496.16
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
2014-201551%46%1%2%
2015-201650%47%1%2%
2016-201751%46%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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