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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 Accredited17
Accreditation Denied1
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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision878485
 Virginia848586
FemaleDivision908589
 Virginia888989
MaleDivision868382
 Virginia818283
AsianDivision9393100
 Virginia909092
BlackDivision878659
 Virginia777979
HispanicDivision957788
 Virginia767676
WhiteDivision878387
 Virginia898990
Two or more racesDivision858682
 Virginia898889
Students with DisabilitiesDivision534536
 Virginia525353
Economically DisadvantagedDivision747172
 Virginia747575
English LearnersDivision<<<
 Virginia676767
Gap Group 2Division878659
 Virginia777979
Gap Group 3Division957788
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127563251680652016816419
Female147863221884661619836417
Male117362271477632314786422
American Indian67872227878013<<<<
Asian178365172286631424856015
Black554494676254386625638
Hispanic97263281370573014735927
Native Hawaiian<<<<<<<<<100<0
White137764231782661817836617
Two or more races96657341172612811706030
Students with Disabilities8362764938296212402860
Economically Disadvantaged660544097061309696031
English Learners548435265448469625338
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146653341875582512766424
Female177457261979612115766124
Male10604940177155299766724
American Indian<100<0<100<0
Asian338350172171502936824518
Black434306665548456524648
Hispanic116756331950315015786322
White156954312079592112796721
Two or more races8696231-6363377595241
Students with Disabilities123624641942235813281572
Economically Disadvantaged9534447137057305645936
English Learners135644441864453613604740
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136956312077562321795721
Female146955312482581826815419
Male116857321772552816766024
Asian209070102289671129795021
Black1049395194334578564844
Hispanic5534747574682625633838
White147158292280582023825918
Two or more races-464654146450367706330
Students with Disabilities93021701738216226401360
Economically Disadvantaged85750431466523413685532
English Learners-333367665593511746326
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137563252578542226815619
Female147864222780532033865414
Male127361272277552320775723
American Indian<<<<<100<0
Asian12887612429250833895611
Black9514249116150398605240
Hispanic75750431076672424825918
White137764232680542028845616
Two or more races96859322567423320684832
Students with Disabilities63530651134236614412859
Economically Disadvantaged86153391371582916715529
English Learners8675833-50505011675633
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187457261674582619775823
Female207757231876582420816119
Male157257281471582919755625
Asian88375174274322627100730
Black6565044145439466554945
Hispanic10695931204727537797121
White197758231576612421795821
Two or more races165944411269583119654635
Students with Disabilities732256883527658362864
Economically Disadvantaged856484466054409645536
English Learners<<<<9362764-646436
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157560251985661516826518
Female177861222388661220866614
Male137158291582671813776523
American Indian<<<<<<<<<<<<
Asian<<<<1510085037794221
Black239366166963319635438
Hispanic248259181471572915624638
White167761232188671217846716
Two or more races24886512167458267756825
Students with Disabilities527227324139597423558
Economically Disadvantaged6605440107363277716429
English Learners<<<<<<<<8423358
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8726428778712213786622
Female9746526781741914836917
Male8716329774672612746226
American Indian<100<0<100<0<<<<
Asian22725028<<<<-737327
Black261593946359372636138
Hispanic-7272281975562516634738
White9746526779722114816719
Two or more races45754431090811014685432
Students with Disabilities633276733128697342766
Economically Disadvantaged259574136561355645936
English Learners<<<<<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7918498928587908310
Female892848995865892838
Male79184979083106888212
Asian-909010-94946-93937
Black381771938380175878213
Hispanic595915118271185868114
White8928488948568908210
Two or more races694886-808020-91919
Students with Disabilities16644736353504710574843
Economically Disadvantaged381781948883133858215
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457262280572024815719
Female208060202786591429865714
Male146955311774562619765624
American Indian<<<<<<<<<<<<
Asian3881431945914592696704
Black45854421164533612695631
Hispanic147662241780632018765824
Native Hawaiian<100<0<100<0<100<0
White177658242381581925825618
Two or more races145541451472582817776023
Students with Disabilities9352665526207414392561
Economically Disadvantaged75953411066563410685832
English Learners5625738-545446<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126654341671552919765724
Female167660242180582023846116
Male95648441062523815685232
American Indian<100<0<<<<<<<<
Asian28724428<<<<1891739
Black256544485345476635737
Hispanic-6767331380672013675333
White136855321772552821775623
Two or more races34138591476622411716129
Students with Disabilities9261774415118511261574
Economically Disadvantaged452484875751439625338
English Learners<<<<<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188770132887601328865714
Female20907010329159934885412
Male168569152383601723836017
Asian<<<<639431633100670
Black56661341473592720755525
Hispanic218968111981621925906510
White188971112989601129865714
Two or more races338047201468553225856015
Students with Disabilities9544546739326116513549
Economically Disadvantaged87668241474602611766424
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116958311375622514786422
Female127059301377642314806620
Male106757331373602714766224
American Indian8686032139481627674033
Asian258965113890521032875513
Black549445175852427585142
Hispanic7696231117261289726328
Native Hawaiian<100<0<<<<<100<0
White117059301376632415806520
Two or more races863553776760339746526
Students with Disabilities833246783930619393061
Economically Disadvantaged656504476457368675933
English Learners96354371065553510746426
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students95748431365523512726028
Female116149391565503511675733
Male75346471265533514776323
American Indian<100<0<100<0
Asian168468162971432945732727
Black425217563932616433857
Hispanic65953411847295312564444
White105949411469543113756325
Two or more races13503850-484852-686832
Students with Disabilities122412761540256012322068
Economically Disadvantaged545405585749435595341
English Learners67165291750335020604040
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217656242181601927805320
Female207656242484601628815319
Male217655241978592225795321
Asian<100<05090401038693131
Black126856321253414710564644
Hispanic11584742229472619816319
White227856222183621728835417
Two or more races86456362377552320705030
Students with Disabilities174124591541275926431657
Economically Disadvantaged136855321471572914685432
English Learners-5050501679632115806520
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students206949312680542025805520
Female206949312683571729845516
Male196849322677512321765524
American Indian<<<<<100<0
Asian31815019671003303394616
Black114938512272502813523948
Hispanic217150291370573025886313
White207051302781541925825718
Two or more races18503250-75752521795821
Students with Disabilities63327671136256411322168
Economically Disadvantaged105646441872552815695331
English Learners8585042854464616846816
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137865221481671921846316
Female127865221582681823876413
Male147864221480662019806120
Asian47934773181501936100640
Black4605640577712316745826
Hispanic106252381871532915887312
White138167191582671821856315
Two or more races136653341375632519695031
Students with Disabilities736306474639548453855
Economically Disadvantaged7615439671652911736327
English Learners<<<<1562463813877313
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students755484556459367665934
Female655494566458367696331
Male755474556459367635637
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<<<<
Black338356325250482514949
Hispanic1758424210433357-333367
White756494466660348686032
Two or more races<<<<-575743-686832
Students with Disabilities521167962216784332967
Economically Disadvantaged342395824948517585142
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students254524616059401686732
Female26159391686732-696931
Male248465215251482686632
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<100<0
Black34239583464354-515149
Hispanic-707030<<<<-505050
White256544416261381717029
Two or more races-474753<<<<-838317
Students with Disabilities1033236741915812323068
Economically Disadvantaged149475125452461636138
English Learners<<<<<<<<<<<<
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students375722577871226817519
Female479752178275186847916
Male270693087466267787122
American Indian<<<<<100<0<<<<
Asian-87871341100590694886
Black-59594137573255787322
Hispanic3747126-9090104635838
White376732477871226817519
Two or more races674682636057407908310
Students with Disabilities-464654-535347-474753
Economically Disadvantaged163613726866321717029
English Learners-808020<<<<-606040
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students767603367469269766724
Female766603467569258787022
Male8676033574682611756425
American Indian<<<<<100<0<<<<
Asian25100750188264184795475
Black1393861-4141594504650
Hispanic-8383177827518-878713
White868603267771239786922
Two or more races-73732776962316686132
Students with Disabilities217168324038604423858
Economically Disadvantaged150495035856422636137
English Learners<<<<<<<<<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167256281578632213867414
Female207656241279672112897711
Male106757331877592314847016
American Indian<100<0<100<0<100<0
Asian35956054710053040100600
Black11625138-5858423686532
Hispanic-87871313756325694896
Native Hawaiian<100<0<100<0
White167155291578632214887412
Two or more races<<<<15857015-717129
Students with Disabilities<<<<-50505010706030
Economically Disadvantaged858494277063309756625
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

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107868221281691912857215
Female107868221080702012857315
Male117767231481671913857215
American Indian9827318<100<031100690
Asian20896911298860123394606
Black456534447066305686332
Hispanic12726028676692413756325
Native Hawaiian<100<0<100<0<<<<
White118069201382691813867414
Two or more races5706530775682513847116
Students with Disabilities4474253446425411564544
Economically Disadvantaged565603567266287756825
English Learners12604840-42425812625038
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177355272282601824835917
Female177356271881621927855715
Male177255282684581622826018
American Indian<<<<<100<0
Asian28785022339258861100390
Black74639541170593012493751
Hispanic29643636582771847823518
White187557252483591723876313
Two or more races9615239471672932764424
Students with Disabilities7383162647425315513649
Economically Disadvantaged105949411374612615735827
English Learners14574343-45455533784422
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1505050-605940<<<<
Female14847521565544<100<0
Male1535247-636337<<<<
Black-333367-595941<100<0
White1525148-606040<<<<
Students with Disabilities23735632252375<<<<
Economically Disadvantaged14342571545346<100<0
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88173191281691913877313
Female88476161182711812887612
Male87870221379662115857015
American Indian<<<<<100<0<100<0
Asian15927783590551021866414
Black-5454463737027-787822
Hispanic10817119475712512726028
Native Hawaiian<100<0<100<0
White98375171382691814887412
Two or more races467633396758336857915
Students with Disabilities-32326814947516484252
Economically Disadvantaged268663257166298797021
English Learners<<<<<<<<-464654
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students78073201180682011837217
Female5817619108070209847516
Male107869221279672113816919
American Indian<100<0<100<0
Asian-10010002010080036100640
Black7625638-686832-717129
Hispanic-70703011897911<100<0
Native Hawaiian<100<0
White88173191179682111827118
Two or more races<<<<17836717793877
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged269673127270283747126
English Learners<100<0<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students985761578679144858015
Female883741758680144827818
Male10887712108777135878213
American Indian<100<0<100<0<100<0
Asian19100810<<<<13887513
Black37774232757325-737327
Hispanic1473592797061302706730
Native Hawaiian<100<0<<<<
White1086761488880125868214
Two or more races582771848581158847616
Students with Disabilities36158394635937-575743
Economically Disadvantaged374702657872221757425
English Learners<<<<<<<<-535347
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238258182284611623856215
Female208060202082631821846316
Male268357172585601525856015
American Indian26896311471005303691559
Asian4492488409757338874913
Black10675733971622912705830
Hispanic247551252675502521684732
Native Hawaiian<100<0<<<<<<<<
White248359172385621524866214
Two or more races177962212178572215847016
Students with Disabilities8483952846375410514149
Economically Disadvantaged146956311472582815745926
English Learners186546351358464215584342
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118978111387741315887312
Female6868114986761413877413
Male16927681787711318897211
American Indian<100<0<100<0<100<0
Asian-90901028100720991829
Black-7373277756925-808020
Hispanic14958151273622713786522
Native Hawaiian<100<0<100<0
White12917891388751216897311
Two or more races6756925147359271695795
Students with Disabilities15695431-4242582555345
Economically Disadvantaged681751957570259797021
English Learners<100<0<<<<<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28784922
Female22765424
Male34794521
American Indian<100<0
Asian41884712
Black19543546
Hispanic14574343
White29805120
Two or more races23735027
Students with Disabilities10382962
Economically Disadvantaged18624438
English Learners15695431
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148066201480662014847016
Female118170191278662212847216
Male167862221782651816846816
American Indian<100<0<100<0<<<<
Asian47100530<<<<892838
Black375722546562355686332
Hispanic146248382588631312685632
White148066201581661916867014
Two or more races37471261392798-868614
Students with Disabilities54034605342966-313169
Economically Disadvantaged5696431106858326706430
English Learners10706030<<<<<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158065201880622020846316
Female107767231477632316816519
Male198263182182611825876213
American Indian<100<0<100<0<100<0
Asian45100550501005004591459
Black362583857166299595041
Hispanic137865221967483335764124
White158165191881621920866514
Two or more races11837217107363272391689
Students with Disabilities249475174336577514549
Economically Disadvantaged9665734868603215715629
English Learners<<<<<<<<<<<<
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-86861478578154837917
Female-919193908610-818119
Male-818119128068206847816
Black<100<0<100<0<<<<
Hispanic<<<<<<<<<<<<
White-87871378780135858015
Two or more races<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-777723108070204807620
English Learners<<<<<<<<<<<<
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25785322
Female19765724
Male31805020
American Indian<<<<
Asian33835017
Black10615139
Hispanic28694131
White26805420
Two or more races19755625
Students with Disabilities-363664
Economically Disadvantaged10615039
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247955212984551622815919
Female237754232682561821826118
Male258155193386531423795721
American Indian<<<<<100<0<100<0
Asian<<<<159277842743226
Black135441461675592518614439
Hispanic41712929296839328312369
White248056203186551422846116
Two or more races24947162371482918826418
Students with Disabilities530257043127693423958
Economically Disadvantaged136350371671552910675733
English Learners<<<<<<<<-333367
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students408445164287451343864314
Female358146194589451143864314
Male448743134186451444864314
American Indian<100<0<100<0
Asian50904010651003507792158
Black218564151267543322815919
Hispanic32794721569439653802720
White418443164489451145874213
Two or more races288052204886381420735327
Students with Disabilities6524548135541458504250
Economically Disadvantaged267649243479462128795121
English Learners85042503582471844833917
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 92.35 State: 91.04Division: 92.39 State: 91.28Division: 90.74 State: 90.38

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

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten218180194
Kindergarten686677657
Grade 1734687665
Grade 2759706687
Grade 3708745690
Grade 4741708740
Grade 5796745708
Grade 6734807736
Grade 7796742808
Grade 8784804743
Grade 9847827828
Grade 10888812800
Grade 11798868755
Grade 12813789862
Post Graduate001
Total Students10,30210,0979,874
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students10302100979874
Female503349164794
Male526951815080
American Indian292522
Asian178172181
Black772744738
Hispanic292307305
Native Hawaiian646
White869284708234
Two or more races333375388
Students with Disabilities102610101033
Not Students with Disabilities927690878841
Economically Disadvantaged352240313537
Not Economically Disadvantaged678060666337
English Learners167167168
Not English Learners1013599309706
Homeless1322
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision4293632484311
State4917334246347093350192269
FemaleDivision23816794133
State268261510112433531834822
MaleDivision191196154308
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision1230021
State44281224891612962
BlackDivision24306251
State79001054014302301415981
HispanicDivision12110020
State44244514381851538310
WhiteDivision373306176328
State300171650514315601740817
Two or more racesDivision6121021
State222313111283616089
Students with DisabilitiesDivision03224081
State946531134691091067120
Economically DisadvantagedDivision7312093174
State921814811194032621251240
English LearnersDivision<<<<<<
State448207029417117888
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 Students87881692.982594434.9
Female43441495.441896.3133
Male44440290.540791.7306.8
American Indian0<100<10000
Asian181583.31583.3211.1
Black686088.26291.257.4
Hispanic252392239228
White74269693.870394.7324.3
Two or more races221986.41986.429.1
Students with Disabilities655686.25787.7812.3
Economically Disadvantaged22620289.420590.7177.5
English Learners0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken525 / 15.69%413 / 12.53%397 / 12.23%
Advanced Placement Course Enrollment566 / 16.92%430 / 13.05%435 / 13.41%
Dual Enrollment538 / 16.08%388 / 11.77%542 / 16.7%
Governor’s School Enrollment57 / 1.7%58 / 1.76%57 / 1.76%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision71446335
State807645806228
FemaleDivision34924131
State410163155223
MaleDivision36522239
State397482651033
American IndianDivision0<100
State25416635
AsianDivision141214
State5269454514
BlackDivision563537
State175771162334
HispanicDivision171229
State7574489435
WhiteDivision59438136
State467663441226
Two or more racesDivision312229
State3210234527
Students with DisabilitiesDivision381755
State5865307548
Economically DisadvantagedDivision1568247
State228881345141
English LearnersDivision0<100
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision141714
 State502439714139
State LicensuresDivision152831
 State90516731790
Industry CertificationDivision877896919
 State6932189541100544
Workplace ReadinessDivision85195347
 State283493366530775
Total Credentials EarnedDivision99111361311
 State103599128850137248
Students Earning One or More CredentialsDivision9369521048
 State86257104867109089
CTE CompletersDivision410337339
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
6666.564.5

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,472.004,528.00845.00
2013-20143,330.005,252.00718.00
2014-20153,104.005,486.00737.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students9808622235229988346316320896874431432059405458149171
Female477530311110648342227910647032167210945592288186
Male50333191241235049241841024984227719648462306885
American Indian25110270012500025001
Asian185921180711184000178612
Black73255231774437192071345141773130913
Hispanic24719104273214529615232961376
Native Hawaiian0000000000000000
White8308518191198832137913117581043671201767784393125144
Two or more races3062089332198635916793831675
Students with Disabilities946963843922662438913742243920842229
Economically Disadvantaged37354021651563064264891153557280981533163289101102
English Learners163211168731176001171643
Homeless00000000000024514
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students96.3996.5696.38
Female96.4296.5196.28
Male96.3696.696.47
American Indian94.6297.1697.03
Asian97.7598.2897.98
Black96.3496.5396.63
Hispanic96.896.8496.56
Native Hawaiian98.6698.6397.5
White96.3596.5196.31
Two or more races96.796.5396.33
Students with Disabilities95.3595.4995.2
Economically Disadvantaged95.0995.1294.86
English Learners97.6697.7697.24
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses197
Technology Offenses36
Offenses Against Student154
Offenses Against Staff40
Weapons Offenses35
Property Offenses23
All Other Offenses118
Other Offenses Against Persons231
Disorderly or Disruptive Behavior Offenses581
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.281.16.248.223
Asian1.728.161.7031.833.15
Black7.49414.997.36915.947.47416.24
Hispanic2.8341.123.041.723.0892.43
Native Hawaiian.058.04.061
White84.37280.0683.88678.883.39176.78
Two or more races3.2323.513.7144.533.934.4
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.281.248.223
Asian1.7281.7031.833
Black7.49418.037.36911.117.47410.67
Hispanic2.8341.643.0414.443.0891.33
Native Hawaiian.058.04.061
White84.37277.0583.88682.2283.39188
Two or more races3.2323.283.7142.223.93
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.28111.11.248.223
Asian1.7281.7031.833
Black7.49411.117.3697.474
Hispanic2.8343.0413.08916.67
Native Hawaiian.058.04.061
White84.37277.7883.88610083.39183.33
Two or more races3.2323.7143.93
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students36.9336.9436.36
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students44.4945.444.24
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students76.0777.5575.83
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 12.78 : 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 icon

2014-2015 Grades 8-12 Student Teacher Ratio: 11.51 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional5%5%
Provisional Special Education1%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
 2013-20142014-20152015-2016
Division
All Schools1%1%1%
High Poverty6%--
Low Poverty2%1%1%
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201451%46%1%2%
2014-201552%45%1%2%
2015-201651%45%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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