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Buchanan County Public Schools

General school information

Division: Buchanan County Public Schools
Address: 1176 Booth Branch Grundy, VA 24614
Superintendent: Mrs. Melanie L. Hibbitts
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 77 65 23 12 72 61 28 11 74 63 26
Female 14 80 66 20 13 75 63 25 11 79 67 21
Male 10 75 64 25 10 69 59 31 11 70 59 30
American Indian < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 12 77 65 23 12 72 61 28 11 74 63 26
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 7 52 45 48 9 39 30 61 10 45 36 55
Economically Disadvantaged 11 74 63 26 9 67 58 33 9 71 62 29
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 69 48 31 13 63 50 37 11 70 59 30
Female 20 70 51 30 14 68 54 32 13 78 64 22
Male 23 68 45 32 13 59 46 41 10 63 53 37
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 21 69 47 31 13 63 50 37 11 70 59 30
Students with Disabilities 13 47 34 53 11 38 27 62 5 53 48 48
Economically Disadvantaged 17 65 48 35 9 58 49 42 9 67 58 33
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 72 56 28 14 70 55 30 17 68 51 32
Female 18 72 54 28 14 70 56 30 13 74 61 26
Male 12 71 59 29 14 69 55 31 21 63 42 37
White 15 71 56 29 14 70 55 30 17 69 51 31
Students with Disabilities 5 55 50 45 6 42 36 58 19 40 21 60
Economically Disadvantaged 13 70 57 30 10 65 54 35 17 66 49 34
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 75 58 25 16 69 52 31 16 77 61 23
Female 18 76 58 24 21 72 51 28 15 77 62 23
Male 14 73 59 27 12 65 53 35 18 77 60 23
White 16 75 58 25 16 68 52 32 16 77 61 23
Students with Disabilities 5 58 53 42 6 44 38 56 11 56 44 44
Economically Disadvantaged 15 70 56 30 13 64 51 36 14 74 60 26
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 73 59 27 14 75 62 25 11 75 64 25
Female 15 76 61 24 13 76 63 24 15 77 62 23
Male 12 70 58 30 14 74 60 26 7 73 66 27
White 14 73 59 27 14 75 62 25 11 75 64 25
Students with Disabilities 16 51 36 49 11 39 28 61 3 42 39 58
Economically Disadvantaged 11 69 58 31 15 68 52 32 9 71 62 29
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 81 68 19 12 73 61 27 13 80 67 20
Female 18 83 66 17 13 76 63 24 8 83 75 17
Male 7 78 71 22 11 70 59 30 17 77 60 23
White 12 81 69 19 12 73 61 27 13 80 67 20
Students with Disabilities 3 50 47 50 16 35 19 65 6 42 36 58
Economically Disadvantaged 13 80 67 20 7 67 60 33 10 82 72 18
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 75 68 25 8 75 66 25 8 68 61 32
Female 9 82 74 18 9 80 71 20 8 75 67 25
Male 6 69 63 31 8 70 62 30 7 62 55 38
White 7 75 68 25 8 75 67 25 8 69 61 31
Students with Disabilities 5 37 32 63 3 36 33 64 16 42 26 58
Economically Disadvantaged 6 69 64 31 8 69 62 31 6 64 58 36
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 93 91 7 4 81 77 19 3 81 78 19
Female 2 96 94 4 5 85 80 15 6 87 81 13
Male 2 90 89 10 3 77 75 23 - 75 75 25
Hispanic < 100 < 0 < 100 < 0
White 2 93 91 7 4 81 77 19 3 81 77 19
Students with Disabilities - 72 72 28 5 40 35 60 3 43 40 57
Economically Disadvantaged 1 92 91 8 3 78 75 22 1 76 74 24
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 72 62 28 12 71 59 29 17 72 55 28
Female 14 81 68 19 18 79 61 21 26 81 55 19
Male 6 63 57 37 8 64 57 36 7 63 55 37
Hispanic < 100 < 0 < 100 < 0 < < < <
White 10 72 62 28 13 71 59 29 17 72 55 28
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 8 34 27 66 4 25 21 75 10 26 16 74
Economically Disadvantaged 7 65 59 35 11 68 57 32 12 70 58 30
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 66 54 34 18 67 49 33 16 62 45 38
Female 17 80 63 20 24 76 53 24 27 74 48 26
Male 7 53 46 47 13 58 45 42 6 49 43 51
White 12 66 54 34 18 67 49 33 16 62 45 38
Students with Disabilities 13 34 22 66 - 16 16 84 14 19 5 81
Economically Disadvantaged 8 59 52 41 17 61 44 39 15 59 44 41
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 77 69 23 8 75 67 25 18 83 65 17
Female 11 83 72 17 13 81 68 19 25 87 61 13
Male 6 72 66 28 4 70 66 30 9 79 70 21
Hispanic < 100 < 0 < 100 < 0
White 8 77 69 23 8 75 67 25 18 83 65 17
Students with Disabilities 3 34 31 66 7 31 24 69 4 38 35 62
Economically Disadvantaged 6 71 65 29 7 73 66 27 10 81 71 19
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 77 63 23 11 74 63 26 10 73 62 27
Female 14 81 67 19 11 79 68 21 10 77 67 23
Male 12 72 59 28 12 69 58 31 11 69 58 31
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 13 77 63 23 11 74 63 26 10 73 62 27
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 11 53 41 47 8 44 36 56 8 46 38 54
Economically Disadvantaged 11 74 63 26 9 70 61 30 9 70 61 30
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 73 61 27 11 66 55 34 7 68 61 32
Female 7 71 65 29 6 71 65 29 6 72 66 28
Male 16 74 58 26 15 62 46 38 9 65 56 35
Black < 100 < 0 < < < <
Hispanic < 100 < 0 < < < <
White 12 72 60 28 11 66 55 34 7 68 61 32
Students with Disabilities 11 50 39 50 9 40 31 60 5 50 45 50
Economically Disadvantaged 10 69 59 31 7 60 52 40 7 67 60 33
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 81 56 19 20 77 57 23 16 75 59 25
Female 31 82 52 18 16 78 62 22 12 80 68 20
Male 20 81 60 19 24 77 52 23 20 70 50 30
White 26 81 56 19 20 77 57 23 16 75 58 25
Students with Disabilities 22 58 36 42 14 57 43 43 17 47 30 53
Economically Disadvantaged 21 79 58 21 18 73 56 27 16 71 54 29
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 72 47 28 19 73 55 27 21 71 50 29
Female 25 75 50 25 25 76 52 24 16 74 58 26
Male 24 68 44 32 13 70 58 30 25 69 44 31
White 24 72 47 28 19 73 54 27 21 71 51 29
Students with Disabilities 13 45 32 55 6 38 32 62 11 50 39 50
Economically Disadvantaged 21 67 45 33 16 71 55 29 20 70 51 30
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 85 65 15 19 85 66 15 11 83 72 17
Female 23 88 65 12 18 89 71 11 16 87 71 13
Male 17 82 65 18 20 80 60 20 6 80 74 20
White 20 85 65 15 19 85 66 15 11 83 72 17
Students with Disabilities 20 62 42 38 11 62 51 38 3 57 54 43
Economically Disadvantaged 17 84 66 16 14 79 64 21 8 80 73 20
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 67 52 33 13 69 56 31 13 63 51 37
Female 18 78 60 22 15 73 58 27 13 69 56 31
Male 11 56 45 44 12 65 54 35 13 58 46 42
White 14 67 53 33 13 69 56 31 13 63 51 37
Students with Disabilities 3 40 37 60 12 35 23 65 8 36 28 64
Economically Disadvantaged 12 67 55 33 11 64 53 36 10 64 53 36
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 54 51 46 1 59 58 41 7 45 38 55
Female 3 67 64 33 - 62 62 38 5 44 39 56
Male 4 44 40 56 1 56 55 44 9 47 38 53
White 3 54 51 46 1 58 57 42 7 46 39 54
Students with Disabilities 8 43 35 58 3 25 22 75 12 24 12 76
Economically Disadvantaged 4 53 49 47 1 57 56 43 6 44 38 56
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 92 89 8 4 83 79 17 3 81 78 19
Female 3 95 92 5 5 89 85 11 6 88 82 12
Male 4 89 86 11 3 77 74 23 1 75 75 25
White 3 92 89 8 4 84 79 16 3 81 78 19
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities - 81 81 19 - 55 55 45 - 63 63 38
Economically Disadvantaged 2 92 90 8 3 82 79 18 1 78 78 22
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 76 71 24 3 68 64 32 4 73 69 27
Female 8 84 76 16 2 74 72 26 4 74 70 26
Male 2 67 65 33 5 61 56 39 3 72 69 28
Hispanic < 100 < 0
White 5 76 71 24 3 68 64 32 4 73 69 27
Students with Disabilities < < < < - 27 27 73 < < < <
Economically Disadvantaged 2 75 73 25 4 66 63 34 2 71 69 29
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 86 77 14 9 88 80 12 17 92 75 8
Female 5 85 80 15 10 91 81 9 13 94 82 6
Male 16 87 71 13 6 82 76 18 24 88 64 12
Hispanic < 100 < 0 < 100 < 0
White 8 85 77 15 9 88 80 12 17 92 75 8
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged 3 88 85 12 5 83 78 17 16 90 74 10
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 78 68 22 8 76 68 24 7 73 66 27
Female 9 80 71 20 8 79 72 21 6 77 71 23
Male 10 75 66 25 8 72 65 28 9 70 62 30
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 9 78 69 22 8 76 68 24 7 74 67 26
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 41 37 59 4 38 34 62 5 39 34 61
Economically Disadvantaged 7 74 67 26 6 73 67 27 6 69 63 31
English Learners < < < < < 100 < 0 < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 76 57 24 15 73 58 27 15 72 57 28
Female 18 73 55 27 18 72 54 28 12 69 58 31
Male 19 79 60 21 12 74 63 26 18 75 57 25
White 19 76 57 24 15 73 58 27 15 72 58 28
Students with Disabilities 3 50 47 50 6 38 32 62 8 53 44 47
Economically Disadvantaged 17 72 56 28 11 69 58 31 13 70 58 30
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 69 60 31 4 72 68 28 5 67 61 33
Female 9 72 63 28 4 72 68 28 5 70 65 30
Male 9 66 58 34 4 72 68 28 6 63 57 37
White 9 69 60 31 4 72 68 28 5 67 61 33
Students with Disabilities 12 38 26 62 - 28 28 72 7 27 20 73
Economically Disadvantaged 4 64 60 36 4 67 63 33 3 61 58 39
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 79 77 21 7 72 66 28 5 71 66 29
Female 1 84 83 16 7 80 73 20 5 82 76 18
Male 3 73 70 27 6 64 57 36 6 62 56 38
Hispanic < 100 < 0
White 1 79 77 21 7 72 65 28 5 72 67 28
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 31 31 69 - 26 26 74 - 31 31 69
Economically Disadvantaged 1 77 76 23 3 69 65 31 5 67 62 33
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 93 81 7 4 86 82 14 6 85 79 15
Female 12 94 83 6 5 89 84 11 4 85 81 15
Male 13 90 77 10 3 80 78 20 11 84 73 16
White 12 93 81 7 4 85 81 15 6 85 78 15
Economically Disadvantaged 7 93 85 7 2 85 83 15 5 78 73 22
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 81 74 19 5 82 77 18 5 78 73 22
Female 7 84 77 16 3 87 84 13 3 77 74 23
Male 8 79 70 21 8 76 69 24 6 78 73 22
Black < < < < < < < <
Hispanic < 100 < 0 < 100 < 0
White 8 82 74 18 5 82 77 18 5 78 73 22
Two or more races < 100 < 0 < < < <
Students with Disabilities - 39 39 61 - 48 48 52 2 45 43 55
Economically Disadvantaged 4 76 73 24 5 81 76 19 4 75 71 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 84 66 16 17 83 66 17 16 78 62 22
Female 17 85 68 15 17 81 64 19 14 79 65 21
Male 20 83 63 17 17 84 67 16 17 76 58 24
Hispanic < 100 < 0 < 100 < 0 < < < <
White 18 84 66 16 17 83 66 17 16 78 62 22
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 9 52 43 48 9 51 42 49 10 50 40 50
Economically Disadvantaged 15 79 64 21 13 80 67 20 13 74 61 26
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 91 79 9 6 80 74 20 3 73 70 27
Female 10 92 82 8 5 74 69 26 3 78 75 22
Male 14 89 76 11 7 85 77 15 3 68 65 32
Hispanic < 100 < 0 < 100 < 0
White 12 91 79 9 6 80 73 20 3 73 70 27
Students with Disabilities - 75 75 25 - 54 54 46 - 43 43 57
Economically Disadvantaged 9 89 80 11 4 76 71 24 1 66 66 34
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 95 76 5 8 85 76 15 13 86 73 14
Female 18 95 77 5 8 80 72 20 12 91 80 9
Male 21 96 75 4 8 88 80 12 14 79 64 21
White 19 95 76 5 8 85 77 15 12 85 73 15
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 11 94 83 6 4 82 79 18 13 81 67 19
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 21 93 71 7 14 77 63 23
Female < 100 < 0 15 93 78 7 12 73 62 27
Male < 100 < 0 33 93 60 7 < < < <
White < 100 < 0 22 93 71 7 14 77 63 23
Economically Disadvantaged < 100 < 0 11 95 84 5 14 86 73 14
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 79 73 21 6 83 77 17 9 77 68 23
Female 6 82 75 18 4 81 76 19 10 77 67 23
Male 7 77 70 23 8 84 77 16 9 78 69 22
White 6 80 74 20 6 84 77 16 9 77 68 23
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 28 28 72 - 63 63 37 - 44 44 56
Economically Disadvantaged 4 71 68 29 2 82 79 18 8 77 68 23
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 76 59 24 14 81 67 19 10 70 60 30
Female 21 79 59 21 17 85 68 15 12 75 63 25
Male 12 72 60 28 11 78 66 22 8 64 56 36
White 16 76 60 24 14 81 67 19 10 70 60 30
Two or more races < < < <
Students with Disabilities - 33 33 67 - 38 38 63 - 24 24 76
Economically Disadvantaged 13 70 58 30 11 78 66 22 6 64 58 36
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 39 84 45 16 40 83 43 17 44 87 43 13
Female 33 81 48 19 40 80 40 20 38 81 44 19
Male 45 88 42 12 39 85 46 15 50 92 42 8
White 39 84 45 16 40 82 43 18 44 87 43 13
Students with Disabilities 17 58 42 42 26 46 20 54 29 82 53 18
Economically Disadvantaged 34 79 45 21 35 80 46 20 40 87 47 13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 80.84 State: 89.72 Division: 82.05 State: 88.34 Division: 82.98 State: 88.19

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

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

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten9710097
Kindergarten230209196
Grade 1208200192
Grade 2214208199
Grade 3203208204
Grade 4232194207
Grade 5209230187
Grade 6229210224
Grade 7220224206
Grade 8229221225
Grade 9249231237
Grade 10232233225
Grade 11239227223
Grade 12213227214
Total Students3,0042,9222,836
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
Subgroup 2015-20162016-20172017-2018
All Students300429222836
Female145614131377
Male154815091459
American Indian222
Asian212
Black378
Hispanic677
Native Hawaiian122
White298228952807
Two or more races888
Students with Disabilities512468469
Not Students with Disabilities249224542367
Economically Disadvantaged206321842008
Not Economically Disadvantaged941738828
English Learners132
Not English Learners300329192834
Military Connected51
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 56 142 0 6 11 6
State 50979 36013 2733 1046 5404 1786
Female Division 37 64 0 2 2 3
State 27837 15823 920 366 1922 656
Male Division 19 78 0 4 9 3
State 23142 20190 1813 680 3482 1130
Black Division < < < < < <
State 7955 11090 1111 244 1359 744
White Division 55 142 0 6 10 6
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 27 0 0 9 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 33 100 0 4 10 5
State 10704 17342 1680 460 2640 1096
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students22119889.620592.8115
Female10810193.510496.321.9
Male1139785.810189.498
Black0<<<<<<
White2191979020493.2104.6
Two or more races0<100<10000
Students with Disabilities382873.72976.3923.7
Economically Disadvantaged15213387.513890.8106.6
Foster Care0<<<<00
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken4 / .43%2 / .22% -
Advanced Placement Course Enrollment6 / .64%2 / .22% -
Dual Enrollment156 / 16.72%182 / 19.83%199 / 22.14%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 188 121 36
State 82482 57560 30
Female Division 89 62 30
State 41546 31230 25
Male Division 99 59 40
State 40936 26330 36
White Division 188 121 36
State 46319 33154 28
Students with Disabilities Division 12 < 100
State 5986 3008 50
Economically Disadvantaged Division 119 70 41
State 23515 13119 44
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision91-
 State179019641412
Industry CertificationDivision389452341
 State100544109590103892
Workplace ReadinessDivision-5177
 State307754231350242
Total Credentials EarnedDivision398458518
 State137248157490159017
Students Earning One or More CredentialsDivision250333377
 State109089126113127744
CTE CompletersDivision178162175
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 11 16 9 56.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 13 16 6 37.5%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
61.4 59.5 61.5

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20155,053.005,744.001,045.00
2015-20163,776.006,046.001,230.00
2016-20173,176.006,722.001,393.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students2581334113108245036813411422594081741532201427133151
Female12551635158118118364541090194767910552086872
Male13261716250126918570601169214987411462196579
American Indian0000000000000000
Asian0000000000000000
Black00000000000010001
Hispanic0000000000000000
Native Hawaiian0000000000000000
White2556331113108243036513211322364041731522177423132148
Two or more races9200000000000000
Students with Disabilities456502815405602727369763036400652633
Economically Disadvantaged1702244979116452871039816823311491331458318111115
English Learners0000000000000000
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
Offenses Against Student 39
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 107
Disorderly or Disruptive Behavior Offenses 240
Alcohol, Tobacco, and Other Drug Offenses 25
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.0640.0670.068
Asian0.0960.0670.034
Black0.1280.10.24
Hispanic0.2560.20.24
Native Hawaiian0.0320.0330.068
White99.07299.1199.26898.7899.07699.65
Two or more races0.3520.890.2661.220.2740.35
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.0640.0670.068
Asian0.0960.0670.034
Black0.1280.10.24
Hispanic0.2560.20.24
Native Hawaiian0.0320.0330.068
White99.07210099.26810099.076100
Two or more races0.3520.2660.274
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 Indian0.0640.0670.068
Asian0.0960.0670.034
Black0.1280.10.24
Hispanic0.2560.20.24
Native Hawaiian0.0320.0330.068
White99.07299.26899.076100
Two or more races0.3520.2660.274
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 64.5268.9368.79
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 43.5245.8948.41
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 63.7166.5262.57
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.97 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.23 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional3%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.

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201658%36%1%5%
2016-201760%35%0%5%
2017-201855%39%0%6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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