Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

General school information

Division: Bristol City Public Schools
Address: 220 Lee Street Bristol, VA 24201
Superintendent: Dr. Keith Perrigan
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


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 Schools6
Fully Accredited4
Partially Accredited: Warned School-Pass Rate2

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision757778
 Virginia848586
FemaleDivision798283
 Virginia888989
MaleDivision717373
 Virginia818283
BlackDivision766171
 Virginia777979
HispanicDivision<<<
 Virginia767676
WhiteDivision758078
 Virginia898990
Two or more racesDivision100<
 Virginia898889
Students with DisabilitiesDivision174129
 Virginia525353
Economically DisadvantagedDivision586468
 Virginia747575
Gap Group 2Division766171
 Virginia777979
Gap Group 3Division<<<
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127462261477642313756325
Female147965211783651715826718
Male106959311072622811695831
Asian279367715856915892838
Black764583666559356625638
Hispanic7615439105747438686032
White137562251580642014776323
Two or more races-65653527574257686132
Students with Disabilities738326243936613363364
Economically Disadvantaged8665934107061306655935
English Learners862543813534047-676733
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166852321773562720735427
Female176851321876592416756025
Male156853321569543124714729
Asian<100<0<100<0<100<0
Black-5757438383162<<<<
Hispanic<<<<<<<<<100<0
White186951311976572422755325
Two or more races<<<<688811310605040
Students with Disabilities13503850-4343576504450
Economically Disadvantaged9645536116655349625338
English Learners<100<0<<<<<100<0
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106656341978592215715629
Female127764232381581913746126
Male85547451675592516685232
Asian<100<0<100<0<100<0
Black13816919<<<<9554545
Hispanic<<<<<<<<<<<<
White106454362079592116745826
Two or more races<100<0<<<<8696231
Students with Disabilities342395813554245-353565
Economically Disadvantaged6565044157660246625638
English Learners<<<<<100<0<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157459262175542520836317
Female197556253186541422906810
Male127361271065553518765824
Asian<100<0<100<0<100<0
Black570653017675033<<<<
Hispanic<<<<<<<<<100<0
White177760232279562122815919
Two or more races<<<<-606040<<<<
Students with Disabilities11392861335326512625038
Economically Disadvantaged117160291664473613766324
English Learners<<<<<<<<<100<0
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659241473602711604940
Female238563151783661716745826
Male11665534116554355474253
Black13402760-6868327716429
Hispanic<100<0<<<<<<<<
White177962211774572611615039
Two or more races<<<<<<<<<<<<
Students with Disabilities6251975-272773-161684
Economically Disadvantaged1167563387162291383662
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116857321478642213786522
Female137765231686701419886812
Male10605040127159298696231
Black5595541-43435711615039
Hispanic<<<<<<<<<<<<
White137159291581661915816719
Two or more races<<<<<100<0<<<<
Students with Disabilities-2626744312769-393961
Economically Disadvantaged861543996658347726528
English Learners<<<<<100<0<100<0
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students774672667367274757025
Female777702387971219857615
Male77164295686332-656535
Asian<100<0<<<<<100<0
Black-5050509645536-434357
Hispanic<<<<<<<<<100<0
White776702467670245767224
Two or more races<<<<<<<<<100<0
Students with Disabilities-282872-242476-151585
Economically Disadvantaged263613756661341575643
English Learners<<<<<<<<<100<0
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students79083105928788908110
Female99384779082109908110
Male68883122939177898211
Asian<100<0<<<<<<<<
Black12887612-1001000<<<<
Hispanic<<<<<<<<<100<0
White791849693877992838
Two or more races<<<<<<<<9736427
Students with Disabilities12594741-808020-454555
Economically Disadvantaged5858015-9090105868114
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187255281576612416786222
Female247854222281591920856515
Male12675533872642812716029
Asian<<<<<<<<<<<<
Black862543886355375555045
Hispanic10807020<<<<<<<<
White197455261679632117796221
Two or more races-555545-7171291493797
Students with Disabilities6292371-282872-181882
Economically Disadvantaged10635337466623412665434
English Learners<<<<<<<<<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166650341168573212705730
Female197151291978592216826618
Male1261493945955419595041
Asian<100<0<<<<<100<0
Black-636338135743437433657
Hispanic<100<0<<<<<<<<
White186446361071612914725828
Two or more races<<<<<<<<<100<0
Students with Disabilities-121288-303070-111189
Economically Disadvantaged857494355854428524448
English Learners<100<0<<<<<100<0
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238865121985661519866714
Female31926182685591523876413
Male168468161385721515857015
Asian<<<<<100<0<<<<
Black2093737-737327<<<<
Hispanic<<<<<<<<<<<<
White258964112388651221876613
Two or more races<<<<<<<<1792758
Students with Disabilities7645736<<<<-333367
Economically Disadvantaged14826718477732316796221
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062201881631918796121
Female198263182183621720826218
Male167762231680642016765924
Asian471005304710053043100570
Black1175642597365278696131
Hispanic3696731674692616786322
White198062201983631719806120
Two or more races97465261373612713736027
Students with Disabilities746385424442564403660
Economically Disadvantaged127461261374612611705930
English Learners11948363282501821846316
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267044302970413033754225
Female296738333069393134743926
Male237249282971432931774523
Asian<100<0<100<0<100<0
Black74336578625438<<<<
Hispanic<<<<<<<<<100<0
White287345273172412834784422
Two or more races<<<<2556314410605040
Students with Disabilities13382563-25257517442856
Economically Disadvantaged176144392462393815604540
English Learners<100<0<<<<<100<0
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338047203086571429805020
Female418443163487531328795121
Male247652242686591431804920
Asian<100<0<100<0<100<0
Black3194636<<<<27734527
Hispanic<<<<<<<<<<<<
White337946213187551330804920
Two or more races<100<0<100<031855415
Students with Disabilities65044509564744-313169
Economically Disadvantaged237350272186651420725328
English Learners<<<<<100<0<<<<
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308049203085551536824718
Female308656144086461445874213
Male317443262084641627785122
Asian<100<0<100<0<100<0
Black2075552525100750<<<<
Hispanic<<<<<<<<<<<<
White338250183286531440834417
Two or more races<<<<10706030<<<<
Students with Disabilities19563844358554212473553
Economically Disadvantaged227452262177562325754925
English Learners<100<0<<<<<100<0
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158570151173622715776223
Female14927881381691920826218
Male157863221066563411736227
Black-676733-6868327797121
Hispanic<100<0<<<<<<<<
White168770131474602615786322
Two or more races<<<<<<<<<<<<
Students with Disabilities3444156-242476-424258
Economically Disadvantaged981721966762335595341
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177154291580652013665334
Female217857221685701513705730
Male146551351475612513635037
Black1468553275043506615639
Hispanic<<<<<<<<<<<<
White187053301783661715705530
Two or more races<<<<<100<0<<<<
Students with Disabilities5454055-353565-262674
Economically Disadvantaged11675633117160296595341
English Learners<100<0<100<0<100<0
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students884771638177191737227
Female108676142929082858315
Male58378175696431-636337
Asian<100<0<100<0<100<0
Black6888113-787822-333367
Hispanic<100<0<<<<<<<<
White983741738077201777623
Two or more races<100<0<100<0<100<0
Students with Disabilities5474253-404060-353565
Economically Disadvantaged68175193787422-646436
English Learners<100<0<100<0<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students677712378477163868314
Female572672811796821392888
Male781741948884124807620
Asian<100<0<100<0<100<0
Black-71712913837017-818119
Hispanic<<<<<100<0<100<0
White679732178477163868314
Two or more races7575043<<<<<<<<
Students with Disabilities-323268-565644-474753
Economically Disadvantaged273712777569253817819
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students483801777972216787222
Female386831447570258766824
Male4817719108273184807620
Asian<100<0<100<0<100<0
Black-808020-5555456888212
Hispanic<<<<<<<<<100<0
White384811678275186767024
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<-454555
Economically Disadvantaged374722616968315736927
English Learners<100<0<100<0<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199475629997013096664
Female2092738301007002698712
Male199677428987023495615
Asian<100<0<100<0<100<0
Black-909010<100<0<100<0
Hispanic<100<0<100<0<100<0
White239471628997112896684
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<
Economically Disadvantaged19907110241007602291699
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8776923879722110797021
Female777702377972217797221
Male9776823980712012806820
Asian30100700138169191792758
Black359574167872222605840
Hispanic5595541474702613816919
White9797121880732010817119
Two or more races473692796556359867714
Students with Disabilities3343166-4444562403860
Economically Disadvantaged469653157166297696231
English Learners1479642156863327797121
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126655341481661923785522
Female146551351584681622755325
Male96758331378652224815719
Asian<100<0<100<0<100<0
Black-55554517836717<<<<
Hispanic<<<<<<<<<100<0
White137057301382691823795621
Two or more races<<<<20705030<<<<
Students with Disabilities-181882-4545556534747
Economically Disadvantaged66054401172612816745826
English Learners<100<0<<<<<100<0
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-57574316059403767324
Female-575743-6161391828018
Male-57574315958416716629
Black-2323775625738-565644
Hispanic<<<<<<<<<<<<
White-626238-6161393787522
Two or more races<100<0<<<<<100<0
Students with Disabilities-171783-292971-202080
Economically Disadvantaged-47475315149491605940
English Learners<<<<<<<<<100<0
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7878013118775137807320
Female2838017108272183807720
Male119079101390781011806920
Asian<100<0<100<0<100<0
Black6767124694886-505050
Hispanic<<<<<<<<<<<<
White7898211128876129837417
Two or more races8776923-505050<100<0
Students with Disabilities9271873-181882-626238
Economically Disadvantaged581761947975218706230
English Learners<100<0<100<0<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students691869996864897893
Female592878494916496924
Male790831017988021298862
Asian<100<0<100<0<100<0
Black<<<<<<<<<100<0
White5928781197873897883
Two or more races<100<0<<<<<100<0
Economically Disadvantaged491879141008609100910
English Learners<100<0<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students883751727976215746926
Female585801517877224716729
Male1181701937976216777123
Asian<100<0<<<<<<<<
Black-93937-757525-686832
Hispanic<<<<<<<<<<<<
White983741737976216756925
Two or more races<<<<<100<0<<<<
Students with Disabilities-393961-676733-292971
Economically Disadvantaged276742417170293625938
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248056202488641221826218
Female248257182087661318806320
Male247955212689621123846016
Asian4110059027100730<100<0
Black18765824679732111766524
Hispanic22674433299667429815219
White258156192689631122836117
Two or more races1478652248178196726728
Students with Disabilities9453655126149392444156
Economically Disadvantaged157459261783661713746126
English Learners35824718219371717755825
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158570151087781316846816
Female17836617108373179807120
Male1387731399181922886612
Asian<100<0<100<0<100<0
Black20806020-646436<<<<
Hispanic<<<<<<<<<<<<
White16856915129279817856815
Two or more races<<<<<<<<10908010
Students with Disabilities-454555<<<<-454555
Economically Disadvantaged682761818079208766924
English Learners<<<<<<<<<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26694331
Female31734227
Male23664434
Asian<100<0
Black11615039
Hispanic<<<<
White28724428
Two or more races<<<<
Students with Disabilities8251775
Economically Disadvantaged17604340
English Learners<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13958259938472996664
Female7938777918492396734
Male199677411958553696604
Asian<100<0<100<0<100<0
Black<<<<793877<100<0
Hispanic<100<0<100<0<100<0
White13958258928482995665
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<-50505020604040
Economically Disadvantaged6918697918492092728
English Learners<100<0<100<0<100<0
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2698722369559515907510
Female1897793209576512867414
Male339865249944561895775
Asian<100<0<100<0<100<0
Black<100<0<<<<18100820
Hispanic<100<0<100<0<100<0
White2697713389558515897411
Two or more races<100<0<100<0<<<<
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged219371724936875847916
English Learners<100<0<100<0<100<0
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students367633378174199675933
Female268663236966313625938
Male46561351090791014725828
Black<<<<<<<<<<<<
Hispanic<<<<<100<0<100<0
White4686432878692211685832
Two or more races<<<<<<<<<<<<
Students with Disabilities-393961<<<<-272773
Economically Disadvantaged364613667569254615739
English Learners<100<0<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21715029
Female17745726
Male25684332
Black20533347
Hispanic<100<0
White21735227
Two or more races<<<<
Students with Disabilities7201380
Economically Disadvantaged12625038
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238360172983541715725728
Female278457163289571120755525
Male208262182677512310695831
Asian<100<0<100<0
Black238259181464503612655335
Hispanic<<<<<100<0<<<<
White238359172984551617745726
Two or more races<<<<<100<0<<<<
Students with Disabilities-3535659393061-383862
Economically Disadvantaged14796521237552259625438
English Learners<100<0<100<0<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students478235184188471231804920
Female518231183586511427785122
Male44833917479144934824818
Asian<100<0<100<0<100<0
Black47100530<<<<9736427
Hispanic<<<<<100<0<<<<
White488133194488451235824718
Two or more races<100<0<<<<8675833
Students with Disabilities2361393921684632-505050
Economically Disadvantaged347945213085551524755125
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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 94.21 State: 91.04Division: 91.67 State: 91.28Division: 93.89 State: 90.38

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

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

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten11610997
Kindergarten195186177
Grade 1171184176
Grade 2175165173
Grade 3174167154
Grade 4180171170
Grade 5150182167
Grade 6181146182
Grade 7174175152
Grade 8157162178
Grade 9193159175
Grade 10161189156
Grade 11141140175
Grade 12161168157
Total Students2,3292,3032,289
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students232923032289
Female112811141101
Male120111891188
American Indian343
Asian242222
Black208192178
Hispanic626957
Native Hawaiian223
White193718981897
Two or more races93116129
Students with Disabilities327323326
Not Students with Disabilities200219801963
Economically Disadvantaged155715381428
Not Economically Disadvantaged772765861
English Learners342931
Not English Learners229522742258
Homeless1107976
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision5782170810
State4917334246347093350192269
FemaleDivision35265054
State268261510112433531834822
MaleDivision225612036
State2234719145222758031851447
AsianDivision<<<<0<
State44281224891612962
BlackDivision2113010
State79001054014302301415981
HispanicDivision<<<<<<
State44244514381851538310
WhiteDivision5061120610
State300171650514315601740817
Two or more racesDivision370000
State222313111283616089
Students with DisabilitiesDivision1917020
State946531134691091067120
Economically DisadvantagedDivision106014046
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
HomelessDivision<<<<0<
State1976231151116285
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 Students17415689.715689.784.6
Female756688668856.7
Male999090.99090.933
Asian0<100<10000
Black171694.11694.115.9
Hispanic0<<<<<<
White13912388.512388.564.3
Two or more races10101001010000
Students with Disabilities302790279026.7
Economically Disadvantaged948489.48489.444.3
English Learners0<100<10000
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken66 / 10.06% -38 / 5.73%
Advanced Placement Course Enrollment56 / 8.54% - -
Dual Enrollment93 / 14.18%113 / 17.23%140 / 21.12%
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

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision1309130
State807645806228
FemaleDivision725228
State410163155223
MaleDivision583933
State397482651033
AsianDivision0<100
State5269454514
BlackDivision14<100
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision1107928
State467663441226
Students with DisabilitiesDivision11<100
State5865307548
Economically DisadvantagedDivision654038
State228881345141
English LearnersDivision0<100
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision8--
 State502439714139
State LicensuresDivision585
 State90516731790
Industry CertificationDivision132274259
 State6932189541100544
Workplace ReadinessDivision171119
 State283493366530775
Total Credentials EarnedDivision162293283
 State103599128850137248
Students Earning One or More CredentialsDivision141211233
 State86257104867109089
CTE CompletersDivision618088
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students671215343.8%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students661124136.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students45612541%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
67.167.767

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,011.005,915.001,750.00
2013-20142,961.005,945.001,496.00
2014-20152,748.005,968.001,476.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students1922234121219200221711717020432191241681962236130223
Female944105561069571005910099196518296810860112
Male97812965113104511758701052123738699412870111
American Indian0000000000000000
Asian23010230212600023021
Black176288111941591016518914152201126
Hispanic5882106010045786454652
Native Hawaiian0000000000000000
White159718710219516441741011441680181981411610193106177
Two or more races64108377174111101211911817616
Students with Disabilities278563244287442235300352230280452537
Economically Disadvantaged116919310019513021751111531321183911421152185107166
English Learners34102361204011134011
Homeless112221139117311623938675414914
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students93.6593.3692.53
Female93.5593.3392.63
Male93.7593.3992.44
American Indian90.4594.2491.12
Asian97.5997.4395
Black94.993.992.42
Hispanic95.3393.7993.85
Native Hawaiian91.397.8497.46
White93.4793.2992.5
Two or more races92.4792.5292.03
Students with Disabilities92.5992.7191.71
Economically Disadvantaged92.5892.3991.3
English Learners97.0796.296.05
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses18
Technology Offenses<
Offenses Against Student24
Offenses Against Staff<
Weapons Offenses10
Property Offenses<
All Other Offenses<
Other Offenses Against Persons131
Disorderly or Disruptive Behavior Offenses133
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.1291.12.174.45.131.4
Asian1.03.955.45.961.4
Black8.93120.528.33714.417.77614.11
Hispanic2.6623.362.9962.72.493.63
Native Hawaiian.086.75.087.131
White83.16969.0382.41474.3282.87575.4
Two or more races3.9935.225.0377.665.6366.05
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.129.174.131
Asian1.03.955.961
Black8.9318.3377.776
Hispanic2.6622.9962.49
Native Hawaiian.086.087.131
White83.16982.41482.875
Two or more races3.9935.0375.636
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.129.174.131
Asian1.03.955.961
Black8.9318.3377.776100
Hispanic2.6622.9962.49
Native Hawaiian.086.087.131
White83.16982.41410082.875
Two or more races3.9935.0375.636
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students64.663.6174.22
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students52.3752.951.72
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students78.2676.8674.78
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

2014-2015 Grades K-7 Student Teacher Ratio: 11.3 : 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

2014-2015 Grades 8-12 Student Teacher Ratio: 10.09 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional5%4%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools2%4%7%
High Poverty1%2%2%
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201449%46%2%3%
2014-201553%41%2%4%
2015-201653%42%2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Bristol City Public Schools to top