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

General school information

Division: Campbell County Public Schools
Address: 684 Village Highway Rustburg, VA 24588
Superintendent: Dr. Robert Johnson
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools13
Fully Accredited10
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Pass Rate1
Partially Accredited: Reconstituted School1

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 StudentsDivision858285
 Virginia848586
FemaleDivision908689
 Virginia888989
MaleDivision807782
 Virginia818283
American IndianDivision<100100
 Virginia788484
AsianDivision<9292
 Virginia909092
BlackDivision848082
 Virginia777979
HispanicDivision77<<
 Virginia767676
Native HawaiianDivision<
 Virginia868992
WhiteDivision858387
 Virginia898990
Two or more racesDivision100<85
 Virginia898889
Students with DisabilitiesDivision484132
 Virginia525353
Economically DisadvantagedDivision847478
 Virginia747575
English LearnersDivision<10073
 Virginia676767
Gap Group 2Division848082
 Virginia777979
Gap Group 3Division77<<
 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 Students117260281379662113786622
Female137562251481671915816719
Male106958311176652411766424
American Indian7484152107667247797121
Asian22805920209273831875613
Black557514356358375645936
Hispanic9595041471672910766624
White137562251482681814826718
Two or more races97465261579652113766324
Students with Disabilities9281972103828628352665
Economically Disadvantaged761543976962319706130
English Learners953444726361376565044
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116654341371582911746226
Female86658341573582711796821
Male156651341270583011695731
American Indian<<<<<100<0<100<0
Asian<100<01592778<100<0
Black7494251105544456615539
Hispanic<<<<1090801012655335
White137058301573592712776523
Two or more races9615239372692813655235
Students with Disabilities173519651041315911322168
Economically Disadvantaged756494496354377635637
English Learners<<<<6817519<<<<
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166549351883661715776223
Female197151292183631717786122
Male136047401584681613766324
American Indian<<<<<100<0<<<<
Asian<<<<<<<<3691559
Black3403760116554359625338
Hispanic<<<<85850427797121
White197052301988691217806320
Two or more races14725928318856137706330
Students with Disabilities13251375164529557413459
Economically Disadvantaged85345471076662411665534
English Learners8231577<<<<-717129
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136653341979612122815919
Female176851322282601822836117
Male96455361677612322795721
American Indian<<<<<<<<<100<0
Asian<<<<<<<<<100<0
Black9554645763563710574843
Hispanic<<<<-808020892838
White146955312182621825856015
Two or more races-6464362980512025785322
Students with Disabilities9231477163923618352765
Economically Disadvantaged75649441168573215756025
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127461261474602617776123
Female147763231677612319806120
Male117160291371582915756025
American Indian<<<<<<<<<<<<
Asian<<<<<<<<<100<0
Black857494335451463636037
Hispanic<<<<-70703023856215
White147764231777602319806120
Two or more races12857315782751820806020
Students with Disabilities5241876728217214301670
Economically Disadvantaged6655935961533911675633
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107665241282701813847116
Female137966211687701317887112
Male872642887870229797021
American Indian<<<<<100<0<100<0
Asian30906010<100<0<<<<
Black561563966861323706630
Hispanic<100<0<<<<14796421
White127867221385721514867214
Two or more races5847916118271181593787
Students with Disabilities426227462822724383462
Economically Disadvantaged8635637679732110756525
English Learners<<<<<100<0<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students865573577063309726428
Female10685832673672710746426
Male661553986860327706330
American Indian<<<<<<<<<100<0
Asian<100<040100600<<<<
Black549445135451464615739
Hispanic<100<0<<<<<<<<
White967593377467269756525
Two or more races1178672296152393706730
Students with Disabilities7231677113524655231877
Economically Disadvantaged552474845955415666134
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students989801168984115858015
Female8918396918697888112
Male1188771268782134837917
American Indian<100<0<100<0<<<<
Asian1592778<100<0<<<<
Black3787522-7979213737127
Hispanic<<<<<100<0-828218
White11938177918497888212
Two or more races892838-1001000-787822
Students with Disabilities10483852-5454469413359
Economically Disadvantaged684781628482165797421
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 Students147258281473592715735827
Female177962211879612120806120
Male116454361168573211665634
American Indian-505050<<<<<<<<
Asian288860122982531854853115
Black661563965952417605340
Hispanic17503350<<<<-505050
White157559251676602417776023
Two or more races237451262182611811655535
Students with Disabilities92921711340276012332167
Economically Disadvantaged760534096354379635437
English Learners<<<<8675833<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116453361263513712635137
Female137359271773552716725628
Male955464585547458554745
American Indian<<<<<<<<<100<0
Asian<<<<30805020<<<<
Black355534574942517453755
Hispanic<<<<<<<<<<<<
White126654341466523413685532
Two or more races2674482697768237575043
Students with Disabilities4201680133118695252075
Economically Disadvantaged451474995445468514349
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168670141682661817816419
Female19927381885661522876513
Male138067201480662013766324
American Indian<100<0<100<0<<<<
Asian31855415<<<<<<<<
Black777702366661347726628
Hispanic<<<<<<<<-737327
White178971111886681420846416
Two or more races42100580459145916766024
Students with Disabilities135340471452384816392361
Economically Disadvantaged8817319873642710756525
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 Students117463261379672113796721
Female117767231282701813837017
Male127160291376632412766424
American Indian-686832959504111564444
Asian3089591140945464494506
Black462583866964316666034
Hispanic20694931973642715786322
White137764231481671913826918
Two or more races77568251484701614796521
Students with Disabilities834266694334578433557
Economically Disadvantaged766593497364279736427
English Learners187860221577622315846916
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157358271875582515796421
Female117059301678622215826618
Male187557252073532715766224
American Indian<<<<<100<0<100<0
Asian<100<05093437<100<0
Black753474795647448595141
Hispanic<<<<1767503324825918
White177860221978592216836717
Two or more races6676133378752213776523
Students with Disabilities19483052103524655443956
Economically Disadvantaged76356371367543310696031
English Learners<<<<13816919<<<<
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218160192787601330845416
Female218261182286631430855515
Male218059203288561230835317
American Indian<100<0<<<<<100<0
Asian<<<<<100<073100270
Black56964311276642414756125
Hispanic<<<<-83831729865714
White248460163288571232865414
Two or more races176952312210078027805320
Students with Disabilities18321468165539458473953
Economically Disadvantaged127058301782651821795721
English Learners21715029<<<<2793677
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287951213587511337905210
Female278255183690541036895411
Male307647243483491739905110
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black136855321775582514806520
Hispanic<<<<308050203892548
White32814919388951114191509
Two or more races9877813468640144494506
Students with Disabilities1638226294536556484252
Economically Disadvantaged207152292481571928855815
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-60604037976214706630
Female162623828078203747126
Male-59594147773235676233
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black-46465417776233514849
Hispanic<<<<<100<0<<<<
White-63633747773233767324
Two or more races-808020-9292810655535
Students with Disabilities-2121791246345411463554
Economically Disadvantaged-51504927775234625838
English Learners<100<0<<<<<100<0
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students459554167165295635837
Female463593777871224686432
Male455514546359376575143
American Indian<<<<<100<0<<<<
Asian<<<<<<<<<<<<
Black538336325654442484652
Hispanic<100<0<<<<8696231
White464603657468265656035
Two or more races-565644-6262386665934
Students with Disabilities3191781928197218301270
Economically Disadvantaged350475036360372535147
English Learners<<<<<100<0<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students473692747773231747426
Female479752148379171787722
Male46663343726828-717029
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black16766333666234-646436
Hispanic<100<0<<<<<<<<
White473692748076201777623
Two or more races-808020-888812-777723
Students with Disabilities235326574033605332767
Economically Disadvantaged37067304736927-737227
English Learners<100<0<<<<<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students170693017675243827918
Female176762427977213898611
Male164633617372272757325
American Indian<<<<<<<<<<<<
Asian875672514100860<<<<
Black-6767332777523-727228
Hispanic<<<<-646436-737327
White170693017675243858215
Two or more races-707030-686832-797921
Students with Disabilities-404060-424258-535347
Economically Disadvantaged162613816867322777523
English Learners<<<<10706030<<<<
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students883751757772236827618
Female783771757975217837617
Male882741857469264807620
American Indian<100<0<<<<<<<<
Asian<100<0408040202793677
Black2646236-5858425686232
Hispanic<100<0<<<<8857715
White886781458176195857915
Two or more races188871128857715-848416
Students with Disabilities-434357-484853-363664
Economically Disadvantaged475712537067303767324
English Learners<100<0<<<<<<<<
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18917391489741114907610
Female1793767158974111491779
Male198870121389761114897511
American Indian<100<0<<<<
Asian<<<<<100<0<100<0
Black694896-8686142858315
Hispanic<<<<<100<0<<<<
White20907010158974111491779
Two or more races18100820339360720856515
Students with Disabilities<100<0<<<<7736727
Economically Disadvantaged98879121080702012897611
English Learners<<<<<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97970211085751511827118
Female878702288577158827418
Male108070201285741514826918
American Indian5817619117867228585042
Asian25886313229775318897111
Black360584047369275696531
Hispanic778702238379174646036
White108372171188771212867314
Two or more races5787322981721911806920
Students with Disabilities7514449756484411544446
Economically Disadvantaged568633257772238766824
English Learners1462483848076206655935
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177255281685691535895411
Female177154291587721328886012
Male177356271784671640894911
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<100<0
Black7504350673672718735527
Hispanic2080602010807020-858515
White19765724188870123992528
Two or more races4716729187962213491569
Students with Disabilities123826621651354913584442
Economically Disadvantaged10605140978692224845916
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1626038508030204747026
Female1616039<<<<3747126
Male2636137<<<<6756925
American Indian<100<0<<<<
Asian<100<0<<<<
Black-464654<100<01616039
Hispanic<<<<-757525
White2676533<<<<5777223
Two or more races-5858424676333
Students with Disabilities-434357508030209413259
Economically Disadvantaged1555445<100<04615739
English Learners<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8867914128674145817619
Female788811298778134858115
Male8857715158469166777123
American Indian<100<0<100<0<<<<
Asian27825518<100<027100730
Black17574254737027-696931
Hispanic<<<<<100<07736727
White8898111138875126847816
Two or more races13877313108777133747126
Students with Disabilities257554325149491484752
Economically Disadvantaged377742367771233747126
English Learners<<<<<100<0-646436
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4837917108979115817619
Female479752188880123797621
Male4878313129078107837617
American Indian<<<<<<<<
Asian<100<0<<<<<100<0
Black37571252817919-737327
Hispanic<100<0<100<0<<<<
White4848016119079105837817
Two or more races-909010<<<<10807020
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged58379172868314-808020
English Learners<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students587821358378177867814
Female485811548177196847816
Male690841068580159877913
American Indian<100<0<<<<<<<<
Asian<<<<2010080010706030
Black-71712916968312696831
Hispanic<100<0-777723<<<<
White7918496878113991829
Two or more races-87871337573255878213
Students with Disabilities2605840-545446-595941
Economically Disadvantaged378762227574253807720
English Learners<<<<-757525<<<<
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 Students248359172088681220856515
Female208161191787701318846616
Male278558152390661023866314
American Indian2381581923926981493797
Asian40894911301007004998492
Black11726128879712110756525
Hispanic197859221272602814867214
White26855915239168923876413
Two or more races208363172189681111837217
Students with Disabilities135138491158474215614639
Economically Disadvantaged157358271481681915766224
English Learners227452261086761417796221
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8918391189791112877413
Female5898311685791510857615
Male1194836159378715887312
American Indian<100<0<100<0<100<0
Asian-1001000<100<0<100<0
Black284811628078203747126
Hispanic<<<<<<<<-1001000
White1093837129179914897411
Two or more races991829271007304787422
Students with Disabilities-67673327472262555345
Economically Disadvantaged487831358075209766724
English Learners<<<<<100<0<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students34784422
Female30764524
Male38804220
American Indian<<<<
Asian<<<<
Black18654735
Hispanic<<<<
White38804220
Two or more races8807220
Students with Disabilities8312369
Economically Disadvantaged22694831
English Learners<<<<
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188971111587721315836817
Female168872121388751213827018
Male209070101786691417846716
American Indian<100<0<100<0<<<<
Asian<<<<<100<05892338
Black578742258278185726728
Hispanic<100<0<<<<-858515
White21917091788711217866914
Two or more races892848229370713756325
Students with Disabilities558534214847524575343
Economically Disadvantaged780732098172199766724
English Learners<<<<<100<0<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2494716209474615897411
Female139278815917699857615
Male359762326977132293717
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black179275838480165746826
Hispanic<100<0<100<0<<<<
White259570524967241792748
Two or more races208060201393807-868614
Students with Disabilities17836717<100<020100800
Economically Disadvantaged19917291890731010807020
English Learners<100<0<100<0<100<0
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0<<<<
Female<100<0<100<0
White<100<0<100<0<<<<
Economically Disadvantaged<100<0<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26785222
Female23755125
Male28825318
American Indian<<<<
Asian<100<0
Black15634737
Hispanic<<<<
White28815419
Two or more races26855915
Students with Disabilities4393561
Economically Disadvantaged19705030
English Learners<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267954212487631326866014
Female257954212588631226856015
Male267953212486621426876113
American Indian<<<<<100<0
Asian60903010<100<0<100<0
Black10706030167761237817319
Hispanic<100<0<<<<15856915
White288153192790631029865714
Two or more races3279472114937972196754
Students with Disabilities1340276023633645454055
Economically Disadvantaged156954311782651814786422
English Learners<<<<<<<<<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297848223086561431815119
Female297747232684591629815319
Male297849223587531333814819
American Indian<100<0<100<0<100<0
Asian<<<<<100<064100360
Black146349371170593022704730
Hispanic<<<<982731821795721
White338148193590551033835017
Two or more races198162192977482313806720
Students with Disabilities4272373145340479524348
Economically Disadvantaged176548351977592324734927
English Learners25583342<<<<29865714
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 92.56 State: 91.04Division: 94.55 State: 91.28Division: 93.02 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-kindergarten339267238
Kindergarten611526544
Grade 1610621523
Grade 2591610615
Grade 3573588605
Grade 4630547580
Grade 5613622537
Grade 6574616624
Grade 7629592593
Grade 8623640584
Grade 9661658659
Grade 10639629615
Grade 11624599611
Grade 12621623611
Post Graduate009
Total Students8,3388,1387,948
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 Students833881387948
Female408939793874
Male424941594074
American Indian543543
Asian11911087
Black140513151258
Hispanic58145192
White636461495929
Two or more races338383438
Students with Disabilities932893864
Not Students with Disabilities740672457084
Economically Disadvantaged358835643429
Not Economically Disadvantaged475045744519
English Learners151160141
Not English Learners818779787807
Homeless1366081
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 StudentsDivision28229010132824
State4917334246347093350192269
FemaleDivision146143231210
State268261510112433531834822
MaleDivision1361478101614
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision39533475
State79001054014302301415981
HispanicDivision<<<<0<
State44244514381851538310
WhiteDivision224223792114
State300171650514315601740817
Two or more racesDivision980001
State222313111283616089
Students with DisabilitiesDivision339103123
State946531134691091067120
Economically DisadvantagedDivision551137778
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
HomelessDivision<<<<<<
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 Students6475829059592284.3
Female31629192.129493123.8
Male33129187.930190.9164.8
American Indian0<100<10000
Asian0<100<10000
Black1119585.69989.276.3
Hispanic0<<<<00
White49845491.246393214.2
Two or more races181794.41794.400
Students with Disabilities705274.35578.61217.1
Economically Disadvantaged19717588.818292.473.6
English Learners0<<<<00
Homeless0<<<<<<
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 Taken602 / 23.65%580 / 23.12%386 / 15.46%
Advanced Placement Course Enrollment602 / 23.65%580 / 23.12%386 / 15.46%
Dual Enrollment152 / 5.97%226 / 9.01%219 / 8.77%
Governor’s School Enrollment28 / 1.1%12 / .48%28 / 1.12%
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 StudentsDivision54336233
State807645806228
FemaleDivision30822328
State410163155223
MaleDivision23513941
State397482651033
American IndianDivision0<100
State25416635
AsianDivision11<100
State5269454514
BlackDivision955443
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision42829431
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision281450
State5865307548
Economically DisadvantagedDivision1496954
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 AssessmentsDivision224035
 State502439714139
State LicensuresDivision62832
 State90516731790
Industry CertificationDivision303816925
 State6932189541100544
Workplace ReadinessDivision98127125
 State283493366530775
Total Credentials EarnedDivision42910111117
 State103599128850137248
Students Earning One or More CredentialsDivision359877893
 State86257104867109089
CTE CompletersDivision234168192
 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 Students50283127032.5%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students50990834337.8%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students40470626938.1%
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
61.563.266.2

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
2012-20133,084.005,071.00785.00
2013-20143,109.005,067.00713.00
2014-20153,376.005,205.00685.00

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 Students7495539208268760343915521075554101551857417411146199
Female3685279116122374822785843708198699536092037298
Male38102609214638552127012638472128690380820874101
American Indian19501432013530135710
Asian9820111841110811190100
Black12571014053127281264012327922341171661534
Hispanic1801056903291381631117512102
Native Hawaiian000000000000
White5663397152198577533011715056802851241285549296106151
Two or more races27221119305199936126510397281412
Students with Disabilities671732532773613128843692741963673151
Economically Disadvantaged3066326124127321729311614732642871121383085299120138
English Learners143613160503162714143651
Homeless1242212301011559641157769710
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 Students95.5295.4695.66
Female95.5295.4295.63
Male95.5195.595.69
American Indian95.6495.4494.39
Asian97.3396.9197.53
Black95.9595.8896.15
Hispanic95.2394.4495.25
Native Hawaiian91.2387.88
White95.4195.3895.59
Two or more races95.1895.3495.13
Students with Disabilities94.7494.4394.57
Economically Disadvantaged94.3294.3994.49
English Learners96.7596.3996.37
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 Offenses78
Technology Offenses16
Offenses Against Student97
Offenses Against Staff22
Weapons Offenses16
Property Offenses34
All Other Offenses126
Other Offenses Against Persons238
Disorderly or Disruptive Behavior Offenses363
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.6481.4.431.57.541.97
Asian1.427.421.352.131.095.14
Black16.85125.3916.15926.2515.82824.9
Hispanic.696.71.7821.052.4162.21
Native Hawaiian.012.013
White76.32569.4275.55966.9374.59764.87
Two or more races4.0542.664.7064.075.5116.92
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.648.43.5411.41
Asian1.4271.3521.095
Black16.8515016.15933.8515.82826.76
Hispanic.6961.7821.542.416
Native Hawaiian.012.013
White76.3255075.55963.0874.59766.2
Two or more races4.0544.7061.545.5115.63
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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.648.43.541
Asian1.4271.3521.095
Black16.85122.2216.15910015.828
Hispanic.6961.7822.41625
Native Hawaiian.012.013
White76.32577.7875.55974.59775
Two or more races4.0544.7065.511
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 Students44.4444.3344.07
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 Students42.5441.4740.86
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 Students74.6274.6174.21
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: 13.61 : 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 iconstudent ratio icon

2014-2015 Grades 8-12 Student Teacher Ratio: 11.37 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional4%5%
Provisional Special Education1%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 Schools-1%-
High Poverty---
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
2013-201454%44%0%2%
2014-201554%44%0%2%
2015-201654%44%0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Campbell County Public Schools to top