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General school information

Division: Botetourt County Public Schools
Address: 143 Poor Farm Rd Fincastle, VA 24090
Superintendent: Mr. John S. Busher III
Region: 6
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 Schools11
Accredited11

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision939294
 Virginia858687
FemaleDivision959697
 Virginia898990
MaleDivision918891
 Virginia828384
AsianDivision100100
 Virginia909293
BlackDivision8264100
 Virginia797981
HispanicDivision<<86
 Virginia767675
WhiteDivision949394
 Virginia899091
Two or more racesDivision<<60
 Virginia888989
Students with DisabilitiesDivision636367
 Virginia535354
Economically DisadvantagedDivision828091
 Virginia757578
English LearnersDivision100100
 Virginia676762
Gap Group 2Division8264100
 Virginia797981
Gap Group 3Division<<86
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198869122088681220886812
Female22916992290691023896711
Male178669141986671417866914
American Indian<<<<<<<<<100<0
Asian448944112589641141864514
Black68377171985671512726028
Hispanic147158291473592727835717
Native Hawaiian<100<0<100<0<100<0
White208969112189681119886912
Two or more races1691759169175924886512
Students with Disabilities755484585749437564844
Economically Disadvantaged9756625107565258766824
English Learners53530651850325016634738
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238360172784561616826618
Female228765132984551619876813
Male248056202684581612776523
Asian<100<0<<<<<<<<
Black<<<<<<<<<<<<
Hispanic1367533399182913736027
White248460162884551616836717
Two or more races<100<0<<<<<<<<
Students with Disabilities9534447166448363474453
Economically Disadvantaged8675933117362274726828
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238561153288571225866114
Female258661143289571125866114
Male228462163187561325856015
Asian<100<0<<<<
Black<<<<<<<<<<<<
Hispanic-6060401767503323100770
White258661143190581024866114
Two or more races17836717<<<<27825518
Students with Disabilities115342471057474317553845
Economically Disadvantaged137158291374612613756325
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students369055102786591435895311
Female38935673087571338895111
Male348754132585601533885512
Asian<<<<<100<0<100<0
Black<100<0<<<<<<<<
Hispanic33754225106050404393507
White36915592887591334885412
Two or more races<<<<18826418<<<<
Students with Disabilities8605240165943419595041
Economically Disadvantaged237956211571562916786322
English Learners<<<<<<<<<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168569152790631021836117
Female21866514259671422866414
Male128573152884561620806020
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black<<<<<<<<<<<<
Hispanic106050403090601021573643
White178669142790631021856315
Two or more races<100<010807020<<<<
Students with Disabilities3524848-5959418524348
Economically Disadvantaged7756825148268182676533
English Learners<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2188671220927282093737
Female239168928946662697713
Male188567151390781014907610
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic237754231873552730100700
White2189681120927281993747
Two or more races<<<<<100<02392698
Students with Disabilities635296566862322676533
Economically Disadvantaged8736527583781710847416
English Learners<<<<<<<<<100<0
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1191809987781317876913
Female1395825989811122886612
Male9877813984761614857215
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<<<<
Black-737327<100<0<<<<
Hispanic<<<<-70703045823618
White1192818987781317877013
Two or more races<<<<<100<010100900
Students with Disabilities8645636730237011524148
Economically Disadvantaged277752377063309746626
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students994856691859592878
Female1295835793867792868
Male6948765908510492888
Black-868614<<<<<<<<
Hispanic-818119<<<<<<<<
White1095855692868593877
Two or more races<100<09100910-91919
Students with Disabilities5706630-585842-575743
Economically Disadvantaged38783135746926-818119
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238562152282601821846316
Female319059102689631127906310
Male158066201775582516796321
Asian<100<04591459<<<<
Black10695931178367178776923
Hispanic207050301859414113877313
White238663142282611821846316
Two or more races198869131689741120654535
Students with Disabilities741345933532653464354
Economically Disadvantaged7726528106151394656235
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197961211975562519806120
Female248763132483601726896311
Male147359271365533512726028
Asian<100<0<<<<<<<<
Black<<<<<<<<<<<<
Hispanic<<<<1050405020907010
White198161191976572419816219
Two or more races<<<<<<<<20503050
Students with Disabilities1133226772013804464254
Economically Disadvantaged860524065348475575143
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students269064102590651023876513
Female379255828956752891629
Male168872122285631518856615
Black1585701510908010<<<<
Hispanic19695031<<<<<<<<
White27916492590651023886412
Two or more races<100<01810082020806020
Students with Disabilities2514949-5151492464354
Economically Disadvantaged7837617167357272767524
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258964112390661021896711
Female269165923926982191699
Male258863122488641222876513
American Indian<<<<<<<<<100<0
Asian449248835945865096464
Black1284721613917899827318
Hispanic87264281675592519826418
White269064102490661022896711
Two or more races2591679218766132191699
Students with Disabilities761543976154398585042
Economically Disadvantaged12806820128068208797121
English Learners-50505085042509635437
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248258181884661612827018
Female228260181484701610857515
Male258257182283611714786422
Asian<100<0<100<0<<<<
Black<<<<<<<<<<<<
Hispanic-606040187355277736727
White238359171885671511837117
Two or more races<<<<<<<<<<<<
Students with Disabilities9443556126351373423958
Economically Disadvantaged9675833117362271686732
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students43904710439249834905610
Female3994566429150935905510
Male46874113449249832905810
Asian<100<0<100<0
Black<<<<<100<0<<<<
Hispanic-707030188264188857715
White4591469439248834905610
Two or more races42100580<100<040100600
Students with Disabilities115745431360484014735927
Economically Disadvantaged258156192382591817806320
English Learners<<<<<<<<<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36925683185541533895611
Female34925883190601034885412
Male38915393282511833905810
Asian<100<0<<<<<100<0
Black<<<<<<<<<<<<
Hispanic25835817104030602193717
White37935673287551334895511
Two or more races<<<<25835817<100<0
Students with Disabilities867593375649449483952
Economically Disadvantaged178063201774572614776423
English Learners<<<<<<<<<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students299466631966542695695
Female309766330986822497743
Male279365732946262894666
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic108070203010070014715729
White309565532976532796694
Two or more races<100<0<<<<<100<0
Students with Disabilities8756725979702112786722
Economically Disadvantaged98879121991719991839
English Learners<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3291599208667142591669
Female3591579218767132997683
Male29916291985671520856515
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic1891739<<<<<100<0
White3291599218665142591669
Two or more races<100<0<100<0892858
Students with Disabilities1063533786052405645936
Economically Disadvantaged14847016677712310837317
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1387741359085105797421
Female148974114918791828018
Male1286741468882128787022
American Indian<<<<<100<0<100<0
Black<<<<<100<0<100<0
Hispanic<<<<<100<0<100<0
White1488751268983114787322
Two or more races<100<0<100<0<<<<
Students with Disabilities11665534562573812534147
Economically Disadvantaged9827218-8282186787222
English Learners<<<<<100<0<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108979111790731014877313
Female119281818947561391789
Male98778131586711415846916
Asian<<<<<100<0<100<0
Black-858515-92928<<<<
Hispanic10807020<100<08776923
White108979111790731015887312
Two or more races<100<030906010<<<<
Students with Disabilities-63633725351474504650
Economically Disadvantaged286831487365272807820
English Learners<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20856515159176917866914
Female19856615179376717887112
Male208565151389751117846816
Asian<<<<<<<<<100<0
Black991829<100<0<<<<
Hispanic<<<<<<<<<<<<
White20856515159176917866914
Two or more races<<<<<<<<16897411
Students with Disabilities-414159-5454465484352
Economically Disadvantaged1070613088679144686532
English Learners<100<0<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229370728936572393717
Female249167927926482394716
Male209474628956652292708
Asian<100<0<100<0<100<0
Black-838317<100<0<100<0
Hispanic<<<<<<<<<100<0
White249470627936672293717
Two or more races13877313<<<<<100<0
Students with Disabilities-717129<<<<8756725
Economically Disadvantaged98071201086761416887212
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169073101789721116897311
Female139077101489751114897511
Male199070102090701018897211
American Indian<100<0<100<0<100<0
Asian3194636298657142791649
Black478742237876226888212
Hispanic127967211160494011806820
White179074101890721016907310
Two or more races1692768149076108908310
Students with Disabilities461563955348475514649
Economically Disadvantaged879702187769238756725
English Learners<<<<-25257520533347
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28916493187561326886312
Female23937072790621023886512
Male339057103385521528896011
Asian<100<0<<<<<100<0
Black<<<<<<<<<<<<
Hispanic25835817-40406014867114
White28916493289571127896211
Two or more races<100<02791649<<<<
Students with Disabilities10584842135946417453955
Economically Disadvantaged138370171773562711736227
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128977111388761214887512
Female88879121087771313887512
Male159074101690741015897411
Asian<100<0<<<<<<<<
Black<<<<<<<<<<<<
Hispanic<<<<1070603027734527
White128977111389761114897511
Two or more races<<<<<<<<<<<<
Students with Disabilities5676133540366011635238
Economically Disadvantaged677712337976219706130
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12887612169276816877013
Female1191809159176913897611
Male13867314169276820846416
Asian<<<<<100<0<100<0
Black-777723<<<<<<<<
Hispanic<<<<<<<<<<<<
White12897711169276817866914
Two or more races3392588<100<010908010
Students with Disabilities4433957-606040-484852
Economically Disadvantaged572672878679146736627
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12897711149076101394816
Female11897811138775131292808
Male1390771016937771496824
Black-797921<<<<<100<0
Hispanic<<<<<<<<<100<0
White1390771014917791393807
Two or more races<<<<18100820<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged576712413837017492888
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1893747149075101191809
Female1491779119079101291799
Male2294726189072101191819
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<<<<-707030
White1993747159075101292798
Two or more races<100<0<<<<-94946
Students with Disabilities-707030-505050-424258
Economically Disadvantaged883751717169297807320
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

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students389456635925783092628
Female359459631926182692668
Male429453639915393493587
American Indian<100<0<100<0<100<0
Asian47100530419555547100530
Black23967441882641819886912
Hispanic327644243473392727896211
Native Hawaiian<100<0<100<0
White399555535925783092628
Two or more races339562541985722694696
Students with Disabilities157257281259474111625238
Economically Disadvantaged258662142081611917846716
English Learners-404060<<<<31693831
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2694686158974111992738
Female2293717789821114897511
Male2995655228966112394716
Asian<100<0<100<0<100<0
Black219574510706030<<<<
Hispanic19755625<<<<<<<<
White2694686159075101892738
Two or more races20100800109080101891739
Students with Disabilities574692654843535595541
Economically Disadvantaged148671141169573115836817
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2493697229169918907210
Female2293717239270814897511
Male26936772290671022906910
Asian<100<0<100<0<100<0
Black<100<0<<<<<<<<
Hispanic<<<<<100<01792758
White2493697239168918897211
Two or more races<100<0<100<025100750
Students with Disabilities972632826260382474453
Economically Disadvantaged1783661767973218807320
English Learners<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students299768329936473898602
Female229573522927083299671
Male359862236945864697513
Asian<100<0<100<0<100<0
Black<100<0<<<<<100<0
Hispanic<100<0<100<0<100<0
White299667428936573998582
Two or more races36100640<100<0<100<0
Students with Disabilities208060208756725<<<<
Economically Disadvantaged22977532788621215100850
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<<<<
Female<<<<
White<<<<<<<<
Students with Disabilities<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students499344738935573893557
Female469548540955553993547
Male5191399359056103793567
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black20907010<100<0<100<0
Hispanic<<<<20705030<<<<
White509343738935573893547
Two or more races<<<<<100<0<100<0
Students with Disabilities1164533624139594666234
Economically Disadvantaged228259181683671716856915
English Learners<<<<<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students659731354933974391489
Female6297353489244834905610
Male699728359943565392408
American Indian<100<0
Asian<100<0<100<0<100<0
Black<100<033835017<100<0
Hispanic609030103774372615856915
White669731355943964492488
Two or more races<<<<6510035040804020
Students with Disabilities287951211969503121715029
Economically Disadvantaged46924682883551729855515
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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 94.67 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten536568
Kindergarten301280304
Grade 1337305296
Grade 2293329302
Grade 3326296331
Grade 4331325304
Grade 5347339333
Grade 6386370364
Grade 7379379366
Grade 8424385380
Grade 9415431406
Grade 10391398431
Grade 11365389384
Grade 12410363379
Total Students4,7584,6544,648
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students475846544648
Female228222512259
Male247624032389
American Indian9135
Asian444139
Black113101103
Hispanic137177177
Native Hawaiian121
White434341694157
Two or more races111151166
Students with Disabilities634633624
Not Students with Disabilities412440214024
Economically Disadvantaged106810971265
Not Economically Disadvantaged369035573383
English Learners477385
Not English Learners471145814563
Homeless181414
Military Connected677663
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision23810286612
State4978334420271095854971970
FemaleDivision132422104
State27214151999363331873682
MaleDivision106606568
State2256919221177462536241288
American IndianDivision<<<<0<
State123127114274
AsianDivision<<<<0<
State45731128821711553
BlackDivision532002
State79241059810702211500849
HispanicDivision<<<<<<
State47504926292891961258
WhiteDivision215946639
State299871610511585831716709
Two or more racesDivision920021
State23641473934417494
Students with DisabilitiesDivision2288313
State1022603527101341172104
Economically DisadvantagedDivision19356236
State959515820159443026401137
English LearnersDivision<<<<0<
State1518329526534162581
HomelessDivision<<<<<<
State203616882523657
Foster CareDivision<<<<0<
State4413725104724
Military ConnectedDivision<<<<0<
State175295542122029
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students37234893.535495.261.6
Female18117697.217797.800
Male19117290.117792.763.1
American Indian0<100<10000
Asian0<100<10000
Black121083.31083.300
Hispanic0<<<<<<
White33331594.632196.43.9
Two or more races141178.61178.6214.3
Students with Disabilities453884.44191.112.2
Economically Disadvantaged716084.56287.334.2
English Learners0<100<10000
Homeless0<<<<<<
Foster Care0<<<<00
Military Connected0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken83 / 5.17%29 / 1.84%45 / 2.85%
Advanced Placement Course Enrollment95 / 5.92%42 / 2.66%48 / 3.04%
Dual Enrollment798 / 49.72%792 / 50.13%434 / 27.45%
Governor’s School Enrollment32 / 1.99%29 / 1.84%29 / 1.83%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision37227227
State800275758028
FemaleDivision18815915
State404623112723
MaleDivision18411339
State395652645333
American IndianDivision0<100
State25416535
BlackDivision0<100
State171681128234
HispanicDivision0<100
State8078522135
WhiteDivision34825926
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision381755
State5663303146
Economically DisadvantagedDivision482450
State224071294742
English LearnersDivision0<100
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision218-
 State397141393623
State LicensuresDivision282110
 State167317901964
Industry CertificationDivision512736712
 State89541100544109590
Workplace ReadinessDivision318306620
 State336653077542313
Total Credentials EarnedDivision87910711342
 State128850137248157490
Students Earning One or More CredentialsDivision573575735
 State104867109089126113
CTE CompletersDivision297290217
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11923116370.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students12725118975.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10521814968.3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
70.17169.6

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,246.004,819.00441.00
2014-20155,015.004,998.00461.00
2015-20165,402.005,166.00499.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students47081335972476714254544554179567344561805784
Female2302602734232962252621978127322148953046
Male2406733238243880292823579829412308852738
American Indian0000910000008101
Asian35000420004210039100
Black1213331231241081012105314
Hispanic130202150641142411166451
Native Hawaiian0000000000000000
White43231215265433313147464137160536740031634774
Two or more races91532109313115313134844
Students with Disabilities643392220652321516600361513573361423
Economically Disadvantaged1002703448106864372310349233371107973950
English Learners48200562205131073241
Homeless33214386642430320152
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students96.3995.8995.84
Female96.4595.9695.65
Male96.3395.8396.03
American Indian94.4993.194.55
Asian97.9897.7696.84
Black96.7896.4296.15
Hispanic95.9996.5595.72
White96.3895.8595.84
Two or more races96.1895.6195.65
Students with Disabilities95.3894.9194.81
Economically Disadvantaged95.1394.4594.19
English Learners96.0396.5495.23
Foster Care94.88
Military Connected95.9494.8
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

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses80
Technology Offenses<
Offenses Against Student29
Offenses Against Staff<
Weapons Offenses15
Property Offenses<
All Other Offenses<
Other Offenses Against Persons66
Disorderly or Disruptive Behavior Offenses126
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1440.410.1890.279
Asian0.8020.9250.881
Black2.5296.52.3756.122.179.34
Hispanic2.9411.632.880.513.8033.3
Native Hawaiian0.0210.0210.043
White91.34389.4391.29789.2989.57986.81
Two or more races2.2832.032.3334.083.2450.55
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1440.1890.279
Asian0.8020.9250.881
Black2.5292.3752.17
Hispanic2.9412.883.803
Native Hawaiian0.0210.0210.043
White91.34391.29710089.579
Two or more races2.2832.3333.245
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1440.1890.279
Asian0.8020.9250.881
Black2.5292.3752.17
Hispanic2.9412.883.803
Native Hawaiian0.0210.0210.043
White91.34310091.29710089.57975
Two or more races2.2832.3333.24525
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 Students23.3723.0823.84
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 Students30.2831.9728.49
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 Students71.8369.5871.15
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

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.64 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.73 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional2%3%
Provisional Special Education1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools-1%1%
High Poverty---
Low Poverty-1%-
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201543%53%1%3%
2015-201644%51%1%4%
2016-201745%50%1%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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