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 Accredited11
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Pass Rate1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision828588
 Virginia858687
FemaleDivision868992
 Virginia898990
MaleDivision778285
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision9292100
 Virginia909293
BlackDivision808283
 Virginia797981
HispanicDivision<<<
 Virginia767675
WhiteDivision838789
 Virginia899091
Two or more racesDivision<8594
 Virginia888989
Students with DisabilitiesDivision413258
 Virginia535354
Economically DisadvantagedDivision747885
 Virginia757578
English LearnersDivision10073
 Virginia676762
Gap Group 2Division808283
 Virginia797981
Gap Group 3Division<<<
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137966211378662214806520
Female148167191581671915836817
Male117665241176642413766324
American Indian1076672477971211095855
Asian2092738318756133492588
Black563583756459366666034
Hispanic47167291076662419755525
White148268181482671816826618
Two or more races157965211376632413857215
Students with Disabilities1038286283526659382962
Economically Disadvantaged7696231970613010706030
English Learners2636137656504411655435
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137158291174622616725528
Female157358271179682119785922
Male127058301169573114665234
American Indian<100<0<100<0<<<<
Asian1592778<100<0<<<<
Black1055444566155397595241
Hispanic109080101265533528562844
White157359271277652317745726
Two or more races37269281365523519816219
Students with Disabilities10413159113221686292471
Economically Disadvantaged9635437763563712625038
English Learners6817519<<<<28562844
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188366171577622317765924
Female218363171778612217816419
Male158468161376632417725528
American Indian<100<0<<<<<100<0
Black1165543596253388584942
Hispanic8585042779712127734527
White198869121780632019816219
Two or more races31885613770633013655235
Students with Disabilities16452955741345912392761
Economically Disadvantaged107666241166553410675733
English Learners<<<<-717129<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197961212281591919816119
Female228260182283611721816019
Male167761232279572118806220
American Indian<<<<<100<0<100<0
Asian<<<<<100<05092428
Black76356371057484310665634
Hispanic-80802089283819866714
White218262182585601521826118
Two or more races29805120257853223868314
Students with Disabilities1639236183527658362764
Economically Disadvantaged116857321575602512715929
English Learners<<<<<<<<6827618
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147460261777612320816119
Female167761231980612017826518
Male137158291575602522805820
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<100<0
Black354514636360377585142
Hispanic-707030238562157867914
White177760231980612022856315
Two or more races78275182080602028865914
Students with Disabilities72821721430167015392461
Economically Disadvantaged96153391167563315725728
English Learners<<<<<<<<-808020
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128270181384711616836717
Female168770131788711221886712
Male8787022979702112796721
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black668613237066308706130
Hispanic<<<<1479642117755825
White138572151486721418856715
Two or more races1182711815937871192818
Students with Disabilities6282272438346211453555
Economically Disadvantaged67973211075652511756425
English Learners<100<0<<<<15776223
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7706330972642810786822
Female67367271074642610827118
Male868603277063309736527
American Indian<<<<<100<0<100<0
Asian40100600<<<<<<<<
Black354514646157392646236
Hispanic<<<<<<<<27734727
White7746726975652510796921
Two or more races961523937067309898011
Students with Disabilities11352465523187711352365
Economically Disadvantaged459554156661346645836
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students689841158580153878513
Female69186978881123898611
Male687821348379172858315
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<100<0
Black-7979213737127-808020
Hispanic<100<0-828218-757525
White79184978882123898611
Two or more races-1001000-787822793867
Students with Disabilities-5454469413359-434357
Economically Disadvantaged284821657974212818019
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147359271573582717776023
Female187961212080612022846216
Male116857321166563411695831
American Indian<<<<<<<<<<<<
Asian29825318548531153892548
Black659524176053404656135
Hispanic<<<<-50505026674133
White167660241777602319806120
Two or more races218261181165553517806320
Students with Disabilities13402760123321676373163
Economically Disadvantaged9635437963543711675633
English Learners8675833<<<<9362764
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126351371263513712695631
Female177355271672562816796321
Male855474585547459594941
American Indian<<<<<100<0<<<<
Asian30805020<<<<<<<<
Black749425174537555544946
Hispanic<<<<<<<<27603340
White146652341368553213725928
Two or more races977682375750437716429
Students with Disabilities1331186952520758211379
Economically Disadvantaged954454685143498554745
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168266181781641920846416
Female188566152287651327896111
Male148066201376632413796721
American Indian<100<0<<<<<100<0
Asian<<<<<<<<<100<0
Black666613477266284736927
Hispanic<<<<-73732725755025
White188668142084641624876313
Two or more races45914591676602426876113
Students with Disabilities14523848163923614565144
Economically Disadvantaged87364271075652514796521
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137967211379672111806920
Female128270181383701711827118
Male137663241276642411786622
American Indian9595041115644449746526
Asian409454644945063994566
Black669643166660346696431
Hispanic97364271578632211796921
White148167191382691812827018
Two or more races14847016147965219797021
Students with Disabilities943345784335579443556
Economically Disadvantaged973642797364277726528
English Learners157762231584691613786622
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187558251579642116776123
Female167862221582661818775923
Male207353271576622415776223
American Indian<100<0<100<0<100<0
Asian5093437<100<0<100<0
Black956474485951418696131
Hispanic176750332482591817614439
White197859221683671718786122
Two or more races37875221377652310796921
Students with Disabilities1035246554439563312869
Economically Disadvantaged136754331069603110706030
English Learners13816919<<<<22725028
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278760133084541625846016
Female228663143085551524876313
Male328856123083531726825618
American Indian<<<<<100<0<100<0
Asian<100<073100270<100<0
Black127664241475612513786422
Hispanic-838317298657142791649
White328857123286541428865814
Two or more races221007802780532023745226
Students with Disabilities16553945847395317533647
Economically Disadvantaged178265182179572116786222
English Learners<<<<2793677-737327
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358751133790521028835617
Female369054103689541128845616
Male348349173990511027825618
American Indian<<<<<<<<<<<<
Asian<100<0<100<06792258
Black177558251480652010716129
Hispanic30805020389254820907010
White38895111419150930855515
Two or more races46864014449450624795521
Students with Disabilities945365564842528302270
Economically Disadvantaged248157192885581517775923
English Learners<<<<<<<<18765924
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students379762147066304837917
Female280782037471262848216
Male477732356762336817619
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black177762335148495726828
Hispanic<100<0<<<<<<<<
White477732337673244858015
Two or more races-9292810655535-92928
Students with Disabilities124634541146355416533747
Economically Disadvantaged277752346258385746926
English Learners<<<<<100<0<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students671652956358375645936
Female778712246864323716829
Male463593765751436585242
American Indian<100<0<<<<<100<0
Asian<<<<<<<<<100<0
Black256544424846525454155
Hispanic<<<<8696231-737327
White574682656560355676233
Two or more races-62623866659346696331
Students with Disabilities92819721830127013362364
Economically Disadvantaged363603725351473535047
English Learners<100<0<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students477732317474262767424
Female483791717877221807920
Male3726828-7170293737027
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black3666234-6464361706930
Hispanic<<<<<<<<-808020
White480762017776232777423
Two or more races-888812-7777233908610
Students with Disabilities7403360533276710453555
Economically Disadvantaged4736927-7372271727028
English Learners<<<<<100<0<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176752438279182858315
Female279772138986112878513
Male173722727573252848216
American Indian<<<<<<<<<<<<
Asian14100860<<<<30906010
Black2777523-7272282787622
Hispanic-646436-737327-757525
White176752438582152878513
Two or more races-686832-797921-878713
Students with Disabilities-424258-535347-545446
Economically Disadvantaged168673227775232787522
English Learners10706030<<<<21100790
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students577722368276185777223
Female579752178376175777323
Male574692648076205777223
American Indian<<<<<<<<<<<<
Asian408040202793677<100<0
Black-5858425686232-585842
Hispanic<<<<88577158776923
White581761958579156827618
Two or more races8857715-8484163686532
Students with Disabilities-484853-363664-404060
Economically Disadvantaged370673037673242716929
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148974111490761013907810
Female1589741114917791292808
Male138976111489751113887612
American Indian<<<<<<<<
Asian<100<0<100<04692468
Black-868614285831510867614
Hispanic<100<0<<<<<<<<
White1589741114917791392798
Two or more races339360720856515-828218
Students with Disabilities<<<<773672710908010
Economically Disadvantaged10807020128976116857815
English Learners<<<<<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108575151182711811806920
Female885771588274189807020
Male128574151482691812806720
American Indian117867228585042<<<<
Asian22977531889711131905910
Black473692756965314656135
Hispanic383791746460367746726
White118877121286731412837117
Two or more races9817219118069204777323
Students with Disabilities7564844115444467453855
Economically Disadvantaged577722387668247726528
English Learners4807620665593515695531
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168569153589541127855815
Female158772132888601223856115
Male178467164089491130855515
American Indian<<<<<100<0<<<<
Asian<100<0<100<03392588
Black6736727187355279776823
Hispanic10807020-85851510908110
White18887012399252832865414
Two or more races1879622134915697837617
Students with Disabilities165135491358444213493651
Economically Disadvantaged97869222484591619775823
English Learners<<<<<<<<18765924
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5080302047470264767124
Female<<<<37471264767224
Male<<<<67569255767124
Black<100<016160392585642
White<<<<57772235797421
Students with Disabilities5080302094132597373063
Economically Disadvantaged<100<046157392666334
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1286741458176196797321
Female987781348581156817519
Male1584691667771237777023
American Indian<100<0<<<<<<<<
Asian<100<027100730<<<<
Black4737027-6969312706830
Hispanic<100<07736727-454555
White1388751268478167827518
Two or more races10877713374712610736328
Students with Disabilities25149491484752-404060
Economically Disadvantaged677712337471263757225
English Learners<100<0-646436<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1089791158176196787222
Female888801237976215777223
Male1290781078376178797121
American Indian<<<<<100<0
Asian<<<<<100<046100540
Black2817919-7373271565544
Hispanic<100<0<<<<<<<<
White1190791058378176817519
Two or more races<<<<10807020-727228
Students with Disabilities<100<0<<<<-696931
Economically Disadvantaged2868314-8080203686432
English Learners<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students583781778678149817119
Female481771968478168807220
Male6858015987791311827118
American Indian<<<<<<<<<100<0
Asian2010080010706030<<<<
Black169683126968312626038
Hispanic-777723<<<<11685832
White687811399182911857415
Two or more races37573255878213-858515
Students with Disabilities-545446-595941-434357
Economically Disadvantaged275742538077206716529
English Learners-757525<<<<-555545
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208868122085651520876713
Female178770131884661616867014
Male239066102386631423886512
American Indian23926981493797<100<0
Asian3010070049984924096564
Black8797121107565258797021
Hispanic127260281486721415836717
Native Hawaiian<100<0<100<0
White23916892387641322896711
Two or more races218968111183721716846716
Students with Disabilities11584742156146398605140
Economically Disadvantaged148168191576622413826918
English Learners10867614177962218817319
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118979111287741313877413
Female68579151085761510877713
Male15937871588731216887212
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black280782037471261787722
Hispanic<<<<-1001000<100<0
White12917991489741116897411
Two or more races27100730478742212857315
Students with Disabilities274722625553456565044
Economically Disadvantaged580752097667249837417
English Learners<100<0<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158772131583681715887312
Female138875121382701813877513
Male178669141784671617887212
American Indian<100<0<<<<<100<0
Asian<100<05892338<<<<
Black582781857267286757025
Hispanic<<<<-85851517675033
Native Hawaiian<100<0<100<0
White17887112178669141691759
Two or more races22937071375632511897811
Students with Disabilities148475245753433575443
Economically Disadvantaged9817219976672410827118
English Learners<100<0<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20947461589741119876913
Female1591769985761513827018
Male269771322937172593687
American Indian<<<<<100<0
Asian<100<0<100<030100700
Black384801657468266847816
Hispanic<100<0<<<<<<<<
White2496724179274821886712
Two or more races1393807-86861425815619
Students with Disabilities<100<020100800-787822
Economically Disadvantaged189073101080702010807020
English Learners<100<0<100<0<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<<<<<<<<
Female<100<0<<<<
Male<100<0<<<<<<<<
Black<100<0
White<100<0<<<<<<<<
Two or more races<100<0
Economically Disadvantaged<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2487631326866014<<<<
Female2588631226856015
Male2486621426876113<<<<
Black167761237817319<<<<
Hispanic<<<<15856915
White2790631029865714<100<0
Two or more races14937972196754
Students with Disabilities23633645454055<<<<
Economically Disadvantaged1782651814786422
English Learners<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308656143181511932875513
Female268459162981531928886112
Male358753133381481936854915
American Indian<100<0<100<0<100<0
Black117059302270473019806120
Hispanic98273182179572120886812
White359055103383501736895311
Two or more races297748231380672021765524
Students with Disabilities1453404795243483494651
Economically Disadvantaged197759232473492718826418
English Learners<<<<29865714-92928
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 93.02 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten267238249
Kindergarten526544554
Grade 1621523571
Grade 2610615539
Grade 3588605620
Grade 4547580615
Grade 5622537579
Grade 6616624564
Grade 7592593640
Grade 8640584582
Grade 9658659626
Grade 10629615636
Grade 11599611612
Grade 12623611633
Post Graduate090
Total Students8,1387,9488,020
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

2016 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
Subgroup2014-20152015-20162016-2017
All Students813879488020
Female397938743948
Male415940744072
American Indian354339
Asian1108792
Black131512581241
Hispanic145192245
Native Hawaiian115
White614959295948
Two or more races383438450
Students with Disabilities893864908
Not Students with Disabilities724570847112
Economically Disadvantaged356434293414
Not Economically Disadvantaged457445194606
English Learners160141154
Not English Learners797878077866
Homeless608179
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision2862732418243
State4977134413270494355291988
FemaleDivision15811867120
State27208151939333271895690
MaleDivision1281551811123
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision<<<<0<
State45721127821711655
BlackDivision28567122
State79241059810692161508849
HispanicDivision462020
State47494925291891967259
WhiteDivision2391961517191
State299791609911555741732722
Two or more racesDivision10130010
State23621474924317496
Students with DisabilitiesDivision34924171
State1022602927041321179106
Economically DisadvantagedDivision5411114792
State959315817159242326561135
English LearnersDivision<<<<<<
State1518329526533162780
HomelessDivision<<<<0<
State203617882423755
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 Students62858392.860295.9243.8
Female30128293.728996124
Male3273019231395.7123.7
American Indian0<100<10000
Asian0<100<10000
Black969194.89396.922.1
Hispanic141285.71285.7214.3
White48745092.446795.9193.9
Two or more races242395.82395.814.2
Students with Disabilities857689.47891.878.2
Economically Disadvantaged19717990.918794.994.6
English Learners0<<<<<<
Homeless0<<<<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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken580 / 23.12%386 / 15.46%399 / 15.92%
Advanced Placement Course Enrollment580 / 23.12%386 / 15.46%399 / 15.92%
Dual Enrollment226 / 9.01%219 / 8.77%147 / 5.86%
Governor’s School Enrollment12 / .48%28 / 1.12%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

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision55836435
State800255758028
FemaleDivision29420132
State404623112723
MaleDivision26416338
State395632645333
American IndianDivision0<100
State25416535
AsianDivision11<100
State5267459213
BlackDivision1107235
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision41927235
State457593374926
Two or more racesDivision11<100
State3387249826
Students with DisabilitiesDivision18<100
State5663303146
Economically DisadvantagedDivision1719047
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision403538
 State397141393623
State LicensuresDivision283237
 State167317901964
Industry CertificationDivision816925842
 State89541100544109590
Workplace ReadinessDivision127125153
 State336653077542313
Total Credentials EarnedDivision101111171070
 State128850137248157490
Students Earning One or More CredentialsDivision877893762
 State104867109089126113
CTE CompletersDivision168192201
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
63.266.264.2

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,109.005,067.00713.00
2014-20153,376.005,205.00685.00
2015-20163,470.005,372.00700.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students7603439155210755541015518574174111461997384449146207
Female374822785843708198699536092037298360623071105
Male38552127012638472128690380820874101377821975102
American Indian43201353013571034111
Asian1184111081119010094100
Black1272812640123279223411716615341156642740
Hispanic9032913816311175121022421135
White5775330117150568028512412855492961061515444340108144
Two or more races30519993612651039728141241030717
Students with Disabilities7736131288436927419636731511033872936
Economically Disadvantaged3217293116147326428711213830852991201383247313117163
English Learners160503162714143651178925
Homeless10115596411577697108010139
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.4695.6695.25
Female95.4295.6395.17
Male95.595.6995.32
American Indian95.4494.3995.1
Asian96.9197.5397.81
Black95.8896.1595.65
Hispanic94.4495.2595.18
Native Hawaiian91.2387.8887.27
White95.3895.5995.16
Two or more races95.3495.1394.94
Students with Disabilities94.4394.5794.48
Economically Disadvantaged94.3994.4993.94
English Learners96.3996.3795.96
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses64
Technology Offenses47
Offenses Against Student158
Offenses Against Staff17
Weapons Offenses25
Property Offenses31
All Other Offenses39
Other Offenses Against Persons266
Disorderly or Disruptive Behavior Offenses548
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 Indian0.431.570.5410.970.4860.95
Asian1.3520.131.0950.141.1470.24
Black16.15926.2515.82824.915.47423.36
Hispanic1.7821.052.4162.213.0551.55
Native Hawaiian0.0120.0130.062
White75.55966.9374.59764.8774.16567.22
Two or more races4.7064.075.5116.925.6116.67
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 Indian0.430.5411.410.486
Asian1.3521.0951.147
Black16.15933.8515.82826.7615.47426.83
Hispanic1.7821.542.4163.0551.22
Native Hawaiian0.0120.0130.062
White75.55963.0874.59766.274.16568.29
Two or more races4.7061.545.5115.635.6113.66
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 Indian0.430.5410.486
Asian1.3521.0951.147
Black16.15910015.82815.47430
Hispanic1.7822.416253.055
Native Hawaiian0.0120.0130.062
White75.55974.5977574.16570
Two or more races4.7065.5115.611
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 Students44.3344.0742.94
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 Students41.4740.8643.64
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 Students74.6174.2175.59
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

2015-2016 Grades K-7 Student Teacher Ratio: 14.52 : 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 iconstudent ratio icon

2015-2016 Grades 8-12 Student Teacher Ratio: 12.29 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%7%
Provisional Special Education0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201553%45%0%2%
2015-201653%45%0%2%
2016-201753%45%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Campbell County Public Schools to top