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Bland County Public Schools

General school information

Division: Bland County Public Schools
Address: 361 Bears Trail Bastian, VA 24314
Superintendent: David Scott Meade
Region: 7
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


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 79 66 21 14 82 68 18 15 85 70 15
Female 17 82 65 18 19 85 65 15 20 88 68 12
Male 10 76 66 24 8 80 71 20 10 81 71 19
American Indian < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < < < < < < < <
White 14 79 65 21 14 82 68 18 15 85 70 15
Two or more races < < < < < < < < 15 85 69 15
Students with Disabilities 6 36 30 64 10 55 45 45 5 65 60 35
Economically Disadvantaged 7 72 64 28 8 73 65 27 9 78 69 22
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 74 60 26 18 82 64 18 13 70 57 30
Female 19 78 58 22 29 83 54 17 20 85 65 15
Male 7 69 62 31 9 81 72 19 8 58 50 42
White 13 75 62 25 19 81 63 19 13 71 58 29
Two or more races < < < < < < < <
Students with Disabilities - 21 21 79 < < < < - 27 27 73
Economically Disadvantaged 5 62 57 38 9 87 78 13 8 56 48 44
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 83 58 17 16 75 59 25 16 80 64 20
Female 25 86 61 14 21 85 64 15 20 84 64 16
Male 25 80 55 20 11 64 54 36 13 77 63 23
White 26 83 57 17 17 77 60 23 18 82 65 18
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < - 46 46 54 < < < <
Economically Disadvantaged 20 70 50 30 9 52 43 48 11 81 70 19
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 83 65 17 30 83 53 17 32 79 47 21
Female 15 76 61 24 42 88 46 12 42 74 32 26
Male 21 91 70 9 14 76 62 24 19 85 65 15
White 18 83 65 17 30 83 52 17 33 82 49 18
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < < < < - 60 60 40
Economically Disadvantaged 11 82 71 18 15 70 55 30 19 62 42 38
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 77 65 23 18 81 63 19 22 89 67 11
Female 17 83 66 17 16 72 56 28 21 96 75 4
Male 7 71 64 29 20 89 69 11 24 81 57 19
White 13 76 63 24 18 80 62 20 21 88 67 12
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 9 77 68 23 10 74 65 26 9 82 73 18
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 86 76 14 11 91 81 9 13 88 75 12
Female 14 89 76 11 18 91 73 9 17 90 72 10
Male 6 82 76 18 - 92 92 8 11 87 76 13
White 10 86 75 14 12 90 79 10 13 88 75 12
Students with Disabilities 9 55 45 45 < < < < 10 80 70 20
Economically Disadvantaged - 71 71 29 12 85 73 15 10 84 74 16
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 65 63 35 5 74 69 26 9 86 78 14
Female - 78 78 22 11 81 70 19 14 91 77 9
Male 3 56 53 44 - 68 68 32 - 78 78 22
White 2 65 63 35 4 75 70 25 9 85 76 15
Students with Disabilities - 18 18 82 8 38 31 62 < < < <
Economically Disadvantaged - 58 58 42 4 56 52 44 6 81 74 19
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 84 69 16 5 92 86 8 2 97 95 3
Female 23 81 58 19 6 91 86 9 3 97 93 3
Male 7 89 81 11 4 92 88 8 - 97 97 3
White 16 84 68 16 5 91 86 9 - 97 97 3
Students with Disabilities - 20 20 80 < < < < < < < <
Economically Disadvantaged 7 79 71 21 - 94 94 6 - 100 100 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 67 56 33 10 77 68 23 12 77 65 23
Female 15 79 64 21 10 91 81 9 20 86 66 14
Male 6 53 47 47 9 66 56 34 2 66 64 34
White 11 67 56 33 10 77 67 23 12 78 66 22
Students with Disabilities - 22 22 78 - 31 31 69 < < < <
Economically Disadvantaged 2 60 57 40 4 64 60 36 9 70 61 30
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 52 50 48 11 71 60 29 8 66 58 34
Female 5 76 71 24 8 86 78 14 11 81 69 19
Male - 36 36 64 13 55 42 45 4 43 39 57
White 2 52 50 48 11 71 60 29 9 67 58 33
Students with Disabilities - 10 10 90 - 21 21 79 < < < <
Economically Disadvantaged - 39 39 61 - 56 56 44 6 59 53 41
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 74 59 26 9 84 75 16 17 93 76 7
Female 19 80 61 20 13 97 84 3 35 95 60 5
Male 11 65 54 35 6 74 68 26 - 90 90 10
White 16 74 58 26 9 83 74 17 15 93 78 8
Students with Disabilities - 29 29 71 - 40 40 60 < 100 < 0
Economically Disadvantaged 3 72 69 28 8 73 65 27 14 93 79 7
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 79 66 21 19 86 67 14 16 80 65 20
Female 16 81 65 19 21 88 67 12 19 82 63 18
Male 10 77 67 23 16 84 67 16 13 79 66 21
American Indian < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < < < <
White 14 79 65 21 19 86 67 14 16 81 66 19
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 30 25 70 6 56 49 44 10 42 32 58
Economically Disadvantaged 6 71 65 29 11 81 70 19 8 72 65 28
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 83 77 17 13 93 80 7 7 67 61 33
Female 9 83 74 17 13 83 71 17 15 65 50 35
Male 3 83 79 17 13 100 88 0 - 69 69 31
White 6 84 77 16 13 93 80 7 7 69 62 31
Two or more races < < < < < < < <
Students with Disabilities - 50 50 50 < 100 < 0 - 27 27 73
Economically Disadvantaged - 71 71 29 4 91 87 9 4 56 52 44
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 83 56 17 27 90 63 10 36 95 58 5
Female 29 89 61 11 33 91 58 9 40 96 56 4
Male 25 75 50 25 21 90 69 10 33 93 60 7
Hispanic < 100 < 0 < 100 < 0
White 29 82 53 18 28 90 62 10 35 98 63 2
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < - 62 62 38 < < < <
Economically Disadvantaged - 65 65 35 8 88 79 13 26 89 63 11
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 66 49 34 36 81 45 19 23 77 54 23
Female 12 55 42 45 38 85 46 15 26 77 52 23
Male 22 78 56 22 33 76 43 24 19 77 58 23
White 17 66 49 34 37 80 43 20 24 80 56 20
Students with Disabilities < < < < < < < < - 47 47 53
Economically Disadvantaged 14 68 54 32 20 65 45 35 8 65 58 35
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 93 74 7 30 91 61 9 17 89 72 11
Female 30 97 67 3 22 88 66 13 25 96 71 4
Male 7 89 82 11 37 94 57 6 9 82 73 18
White 20 95 75 5 30 91 61 9 18 89 70 11
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 9 95 86 5 19 90 71 10 5 77 73 23
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 66 59 34 9 74 65 26 12 63 51 37
Female 5 68 62 32 15 88 73 12 7 62 55 38
Male 9 64 55 36 - 54 54 46 15 64 49 36
Hispanic < 100 < 0 < 100 < 0
White 7 65 58 35 9 76 67 24 12 63 51 37
Students with Disabilities 9 9 - 91 < < < < 18 27 9 73
Economically Disadvantaged 4 46 42 54 8 73 65 27 3 55 52 45
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 39 39 61 3 63 61 37 2 69 67 31
Female < < < < 6 72 67 28 4 74 70 26
Male - 38 38 63 - 55 55 45 - 64 64 36
White - 39 39 61 - 64 64 36 2 71 69 29
Students with Disabilities - 10 10 90 8 38 31 62 < < < <
Economically Disadvantaged - 43 43 57 - 62 62 38 4 59 56 41
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 87 86 13 12 93 81 7 10 90 79 10
Female - 88 88 12 8 96 88 4 13 92 79 8
Male 3 86 84 14 15 91 76 9 7 87 80 13
White 2 87 85 13 12 93 81 7 11 92 81 8
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 84 84 16 6 88 81 13 5 89 84 11
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 91 77 9 9 86 78 14 7 90 83 10
Female 16 94 77 6 15 89 74 11 8 92 83 8
Male 12 88 77 12 3 84 81 16 6 89 83 11
Hispanic < 100 < 0 < 100 < 0
White 13 91 77 9 9 88 79 12 7 90 83 10
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 10 85 75 15 13 81 69 19 - 94 94 6
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 38 100 62 0 31 97 66 3 27 91 64 9
Female 43 100 57 0 35 100 65 0 30 87 57 13
Male 27 100 73 0 25 92 67 8 20 100 80 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 39 100 61 0 35 96 62 4 28 91 63 9
Economically Disadvantaged < 100 < 0 27 100 73 0 17 92 75 8
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 85 72 15 10 86 76 14 15 87 73 13
Female 11 83 72 17 9 87 78 13 16 88 72 12
Male 14 86 72 14 11 84 73 16 13 87 74 13
Hispanic < < < < < < < < < < < <
White 13 85 72 15 10 86 76 14 15 89 73 11
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 3 55 53 45 - 42 42 58 5 63 58 37
Economically Disadvantaged 11 82 71 18 5 80 75 20 8 78 70 22
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 82 52 18 21 81 60 19 37 84 47 16
Female 26 71 44 29 23 81 58 19 42 84 42 16
Male 33 94 61 6 19 81 62 19 31 85 54 15
White 30 82 52 18 22 80 59 20 38 85 47 15
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < < < < 13 60 47 40
Economically Disadvantaged 25 71 46 29 5 70 65 30 23 77 54 23
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 75 71 25 7 77 70 23 3 85 81 15
Female 5 82 77 18 3 78 76 22 6 83 77 17
Male 3 71 68 29 12 76 65 24 - 88 88 13
White 4 76 73 24 7 79 72 21 4 85 82 15
Students with Disabilities - 20 20 80 - 33 33 67 < < < <
Economically Disadvantaged - 68 68 32 4 65 62 35 - 77 77 23
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 95 89 5 3 87 84 13 6 81 74 19
Female 3 94 91 6 - 92 92 8 10 81 71 19
Male 10 95 86 5 5 83 78 17 4 81 77 19
Hispanic < 100 < 0 < < < <
White 5 95 89 5 3 86 83 14 7 83 76 17
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 100 100 0 4 88 83 13 - 65 65 35
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 77 70 23 14 100 86 0 - 100 100 0
Female 6 72 67 28 7 100 93 0 < 100 < 0
Male 8 83 75 17 < 100 < 0 < 100 < 0
Hispanic < < < < < 100 < 0 < 100 < 0
White 7 79 72 21 15 100 85 0 - 100 100 0
Economically Disadvantaged < < < < < 100 < 0 < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 90 78 10 12 94 83 6 15 94 79 6
Female 10 90 79 10 17 96 78 4 11 97 86 3
Male 13 90 77 10 7 93 86 7 18 91 73 9
Hispanic < 100 < 0 < < < < < < < <
White 12 89 77 11 12 96 84 4 15 95 80 5
Two or more races < 100 < 0
Students with Disabilities - 67 67 33 < < < < - 77 77 23
Economically Disadvantaged 14 96 82 4 5 95 89 5 12 85 73 15
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 90 66 10 24 88 64 12 27 92 66 8
Female 25 92 67 8 24 88 65 12 23 92 69 8
Male 23 89 66 11 24 88 64 12 30 93 62 7
Hispanic < 100 < 0 < < < < < < < <
White 24 90 66 10 24 89 64 11 28 93 65 7
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 2 64 61 36 2 62 60 38 21 76 55 24
Economically Disadvantaged 17 86 68 14 16 81 65 19 19 86 68 14
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 96 79 4 17 97 80 3 16 96 80 4
Female 14 93 79 7 14 97 83 3 14 97 83 3
Male 22 100 78 0 21 96 75 4 18 95 78 5
Hispanic < 100 < 0 < 100 < 0
White 19 96 78 4 17 97 79 3 17 97 80 3
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged 14 100 86 0 11 94 83 6 10 94 84 6
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 91 77 9 36 96 60 4 32 95 64 5
Female 14 93 79 7 43 96 52 4 26 97 71 3
Male 13 89 77 11 30 97 67 3 39 94 55 6
Hispanic < 100 < 0 < < < < < < < <
White 13 91 79 9 37 98 62 2 33 97 64 3
Two or more races < 100 < 0
Students with Disabilities 10 70 60 30 < < < < 8 83 75 17
Economically Disadvantaged 15 96 81 4 21 95 74 5 23 88 65 12
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 80 75 20 4 69 65 31 2 83 82 17
Female 9 86 77 14 - 64 64 36 3 82 79 18
Male 3 76 73 24 8 75 67 25 - 85 85 15
White 5 80 75 20 4 70 66 30 2 82 80 18
Students with Disabilities < < < < - 25 25 75 < < < <
Economically Disadvantaged - 68 68 32 4 56 52 44 - 71 71 29
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 90 57 10 27 98 71 2 35 94 58 6
Female 31 91 60 9 32 100 68 0 31 93 62 7
Male 33 88 55 12 21 96 75 4 39 94 56 6
Hispanic < 100 < 0
White 33 90 57 10 29 98 69 2 35 94 58 6
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 17 74 57 26 17 96 79 4 23 90 67 10
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 56 96 40 4 40 85 45 15 50 93 43 7
Female 54 96 43 4 39 88 48 12 46 92 46 8
Male 60 95 35 5 41 83 41 17 53 93 40 7
White 57 96 39 4 41 87 46 13 54 96 42 4
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < 8 62 54 38 < < < <
Economically Disadvantaged 40 90 50 10 29 71 42 29 41 89 48 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

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.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 59.26 State: 89.72 Division: 80.43 State: 88.34 Division: 74.47 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten679
Kindergarten504846
Grade 1494551
Grade 2504550
Grade 3584647
Grade 4665249
Grade 5505858
Grade 6694662
Grade 7576950
Grade 8795869
Grade 9537360
Grade 10715270
Grade 11566944
Grade 12576271
Total Students771730736
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 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
Subgroup 2016-20172017-20182018-2019
All Students771730736
Female380343339
Male391387397
American Indian222
Hispanic1086
White744703709
Two or more races151617
Students with Disabilities119111113
Not Students with Disabilities652619623
Economically Disadvantaged292353328
Not Economically Disadvantaged479377408
Not English Learners771729736
Foster Care433
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 2018: 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 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 12 45 2 0 3 0
State 50979 36013 2733 1046 5404 1786
Female Division 11 24 0 0 2 0
State 27837 15823 920 366 1922 656
Male Division 1 21 2 0 1 0
State 23142 20190 1813 680 3482 1130
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 12 44 2 0 3 0
State 30218 16420 1139 617 1589 596
Students with Disabilities Division 0 8 2 0 1 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 4 13 2 0 2 0
State 10704 17342 1680 460 2640 1096
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
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 Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students625995.25995.234.8
Female373594.63594.625.4
Male252496249614
Hispanic0<100<10000
White615895.15895.134.9
Students with Disabilities111090.91090.919.1
Economically Disadvantaged211990.51990.529.5
Homeless0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment55 / 21.24%51 / 21.52%49 / 19.14%
Governor’s School Enrollment - - -
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

2015-2016 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.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 54 39 28
State 82482 57560 30
Female Division 30 24 20
State 41546 31230 25
Male Division 24 15 37
State 40936 26330 36
White Division 53 38 28
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 12 < 100
State 23515 13119 44
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
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision---
 State179019641412
Industry CertificationDivision1372167
 State100544109590103892
Workplace ReadinessDivision496457
 State307754231350242
Total Credentials EarnedDivision18685124
 State137248157490159017
Students Earning One or More CredentialsDivision1207176
 State109089126113127744
CTE CompletersDivision454632
 State424044051640514
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 Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
60.8 60 64

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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

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 Funding State Federal
2014-20153,354.005,893.00823.00
2015-20163,910.005,960.00988.00
2016-20173,890.006,625.00770.00

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 Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-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 Students715843032709612833680622125656591826
Female34344161633835181332534131431727613
Male37240141637126102035528811339321213
American Indian0000000000000000
Black0000000000000000
Hispanic9014930063100000
White690832828680572831660551925635541625
Two or more races13110170011221014110
Students with Disabilities1081485112144310510451121148
Economically Disadvantaged25341121323124811259311419301381515
English Learners000000000000
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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Other Offenses Against Persons 24
Disorderly or Disruptive Behavior Offenses 13
Alcohol, Tobacco, and Other Drug Offenses <
Technology Offenses <
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2470.2590.274
Asian
Black0.2470.137
Hispanic1.3581.2971.096
Native Hawaiian
White96.29697.1496.49810096.30197.37
Two or more races1.8522.861.9462.1922.63
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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2470.2590.274
Asian
Black0.2470.137
Hispanic1.3581.2971.096
Native Hawaiian
White96.29610096.49810096.301100
Two or more races1.8521.9462.192
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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2470.2590.274
Asian
Black0.2470.137
Hispanic1.3581.2971.096
Native Hawaiian
White96.29696.49896.301
Two or more races1.8521.9462.192
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 Students 41.7435.4342.62
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 Students 41.0341.8137.69
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced 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 Students 64.9667.2565.35
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.29 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.37 : 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
  2016-20172017-2018
Provisional6%7%
Provisional Special Education1%4%
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.

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: 2017-2018

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 Degree Master's Degree Doctoral Degree Other
2015-201652%44%1%3%
2016-201752%44%1%3%
2017-201859%34%1%6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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