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

General school information

Division: Caroline County Public Schools
Address: 16261 Richmond Turnpike Bowling Green, VA 22427
Superintendent: Dr. George Parker III
Region: 3
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 Schools5
Fully Accredited3
Partially Accredited: Reconstituted School2

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 StudentsDivision798084
 Virginia858687
FemaleDivision888589
 Virginia898990
MaleDivision727678
 Virginia828384
American IndianDivision<100100
 Virginia848481
AsianDivision<100
 Virginia909293
BlackDivision838281
 Virginia797981
HispanicDivision919479
 Virginia767675
Native HawaiianDivision<
 Virginia899292
WhiteDivision807986
 Virginia899091
Two or more racesDivision<<<
 Virginia888989
Students with DisabilitiesDivision364455
 Virginia535354
Economically DisadvantagedDivision747688
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division838281
 Virginia797981
Gap Group 3Division919479
 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 Students127260281374622612726028
Female147864221478632213776323
Male106757331172602810685832
American Indian-626238<<<<<<<<
Asian6767124<100<0<<<<
Black866593486658347635737
Hispanic10685832977692312715929
Native Hawaiian<<<<<100<0<<<<
White157762231679632114766224
Two or more races<100<01471572913776423
Students with Disabilities530257073225687272073
Economically Disadvantaged8675833107262287645736
English Learners5514649262613811655435
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147460261772552811716029
Female157964212373492713715829
Male136956311172602810726228
American Indian<<<<<<<<<<<<
Asian<100<0<<<<
Black8574943166649347605340
Hispanic3605740475712514796621
White198465162177562313776423
Two or more races<100<0359554113655235
Students with Disabilities1452384892920713232177
Economically Disadvantaged8655735116555357625538
English Learners9453655<<<<25815619
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146854321477622314735927
Female177356271881631918786022
Male116453361172612811685832
American Indian<<<<<<<<
Black9615339963543710696031
Hispanic176750331270583020765624
White167256281783661717765924
Students with Disabilities428247263932616312569
Economically Disadvantaged9605240117463266666034
English Learners<<<<-474753<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237451262077572319816219
Female268053202079592118846616
Male216949312075552519785922
Black18664834106454368726428
Hispanic6595341169477618715329
White298051202579542123856215
Students with Disabilities727207344035606312569
Economically Disadvantaged167155291372582813756225
English Learners<<<<1090801021573643
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116958311367543312645236
Female147763231673562713715829
Male96152391062523811604840
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black654484676357377484052
Hispanic8756725653474710766624
Native Hawaiian<<<<<100<0
White157762231567523316685332
Students with Disabilities319168192011809261674
Economically Disadvantaged566613495143497524548
English Learners<<<<-505050<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8726428972632811695831
Female97666241175652514766224
Male668613286961318635537
Asian<<<<<100<0
Black871642955549457655835
Hispanic6655935877692311503950
White87365271180692012716029
Students with Disabilities630247052015801624876
Economically Disadvantaged7615439136147396656035
English Learners<<<<<<<<7645736
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students767603386760338625438
Female8736627771642911705830
Male661553986456365544946
American Indian<<<<<<<<<<<<
Asian<<<<<100<0<<<<
Black263613746157394464254
Hispanic13534047-6767336625638
Native Hawaiian<<<<<100<0<<<<
White97162291174632610695931
Students with Disabilities227257363226682121088
Economically Disadvantaged661563985042504524848
English Learners<<<<<<<<-404060
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students785781578982114837917
Female987781359085105868114
Male482791888778133797621
American Indian<100<0<100<0<100<0
Black387841358479163787522
Hispanic16957956100940-838317
White882731889082106857915
Students with Disabilities5363164104737538453755
Economically Disadvantaged183821749085103777423
English Learners<<<<<100<0-808020
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 Students1269563197262289675833
Female157661241180692010776723
Male1061513986356378575043
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black766593477164294595641
Hispanic684781677770236605540
Native Hawaiian<<<<<<<<<<<<
White167054301174622611716029
Students with Disabilities323207733431669281872
Economically Disadvantaged558534267265285555045
English Learners-757525-696931-454555
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1159484186456365565144
Female14685432107364278675933
Male850435075447463464354
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black752454886657343434057
Hispanic8776923-5454466484252
Native Hawaiian<<<<<<<<<<<<
White1362493886658345625738
Students with Disabilities218168263429667221578
Economically Disadvantaged550455084638541424058
English Learners<<<<<<<<-202080
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147965211079692112786622
Female158469161387741311877513
Male12726028872642813695631
American Indian<<<<<100<0<100<0
Black778712267670245716729
Hispanic589841112948265807520
White208059201479662118816319
Students with Disabilities5302570-34346611342366
Economically Disadvantaged669643167670249706130
English Learners<<<<<100<0-707030
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 Students10695831117261289706030
Female117059301175642510726228
Male10685832127058309685932
American Indian7575043<<<<<<<<
Asian16846816218664148625438
Black661553976356375605640
Hispanic7746826117463268696131
Native Hawaiian-606040<<<<<100<0
White147359271477632312746226
Two or more races<<<<1171602910716129
Students with Disabilities735276583528657312469
Economically Disadvantaged8655735127057306625638
English Learners668623266963317585142
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207555251371582913645236
Female257549251668533210605040
Male147560251173622715685332
American Indian<<<<<<<<<<<<
Asian<100<0<<<<
Black964553685244483524848
Hispanic7676033-63633710605040
White278154191881631918745626
Students with Disabilities1462483862014808352865
Economically Disadvantaged1467533396555357544746
English Learners-626238<<<<12594741
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157762232184631616766024
Female147864222785581518755625
Male177760231684681613776323
American Indian<<<<<<<<
Black9736427157257287696131
Hispanic138067201588731212655435
White208060202688631221836217
Two or more races<100<01589741110625238
Students with Disabilities6403460104534556312569
Economically Disadvantaged9706130188062209696031
English Learners<<<<7736727<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277952212982531825825718
Female298051202784571629835417
Male267852223080502022815919
Black177053302277542316715529
Hispanic298859123484501624795621
White328351173183521730855515
Students with Disabilities20412259848405213342266
Economically Disadvantaged227957212577522317765924
English Learners<100<02070503021795721
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368643257166293716729
Female574692647672243737127
Male262603856661344696531
American Indian<<<<<100<0
Black355524546056404575343
Hispanic4656135-606040-797921
Native Hawaiian<<<<<100<0
White376732467570252767424
Students with Disabilities5272273143420669423358
Economically Disadvantaged3696631156550355615739
English Learners<<<<-808020<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students443395745147495484252
Female346425425553457504250
Male440366054641544464254
Asian<<<<<100<0
Black233316713433664363264
Hispanic-29297113574343-535347
White653474735854426524748
Two or more races<<<<448435210524148
Students with Disabilities91998151813831116584
Economically Disadvantaged232306893122692393661
English Learners<<<<<<<<-383862
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students154524625553451525248
Female258564226058401595841
Male14949511494851-464654
American Indian<<<<<100<0<100<0
Asian<<<<<<<<<<<<
Black-45455515251482454355
Hispanic-797921-505050-484852
Native Hawaiian<<<<<100<0<100<0
White35754433615839-555545
Students with Disabilities216148463126692121088
Economically Disadvantaged142415874336571464554
English Learners<<<<<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students175742557469263737027
Female176752458074203787522
Male175732546864323686532
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<<<<
Black178772216463361706930
Hispanic-909010-7979215736827
White171702967671245757025
Students with Disabilities-353565-292971-393961
Economically Disadvantaged-69693116463363696631
English Learners<100<0-7373278675833
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students367643337875224747026
Female466623417776235807620
Male268663257874224696531
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black1555445-757525-646436
Hispanic-808020-868614-797921
Native Hawaiian<100<0<<<<<100<0
White472682867974217787222
Students with Disabilities-353565-414159-333367
Economically Disadvantaged-64643616969312696631
English Learners<<<<-909010<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17856815248965111095855
Female167963211693767994856
Male1893757328553151097863
Asian<100<0<100<0
Black1375622515836818793877
Hispanic-92928<<<<<100<0
White239168926926681295835
Two or more races<100<09100910
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged1079692124896511491879
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97869221382681810776823
Female8777023118170198787022
Male117868221682671811776623
American Indian<<<<<100<0<<<<
Asian10908010<<<<<<<<
Black370673077669244676333
Hispanic57974211585691511756425
Native Hawaiian<<<<<<<<<<<<
White138269181785691513837017
Two or more races<100<0227755239837417
Students with Disabilities437346365448466423658
Economically Disadvantaged6726628107565256716529
English Learners673672737573255706530
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208262183282501821775623
Female168065203183521721765524
Male248359173382491821785622
Black10736327207454269685932
Hispanic116756333387531323694631
White278861123886481426815519
Two or more races<100<03981421921866414
Students with Disabilities1544295685042506413459
Economically Disadvantaged147562252676492415715629
English Learners207050301070603013675333
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3716829128069209786922
Female4716829107768239827318
Male3706830138370179756625
American Indian<<<<<100<0<<<<
Asian<<<<<<<<<100<0
Black-57574388577155666134
Hispanic-100100098273183737027
Native Hawaiian<<<<<<<<<<<<
White57671241679632111847316
Students with Disabilities-252575104839527372963
Economically Disadvantaged257544386456365706530
English Learners<<<<<<<<-505050
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students980712037875225736827
Female780732038379172737127
Male1281691937471268736527
Asian<100<0<100<0<<<<
Black17271283726928-515149
Hispanic13806720-7777236898311
Native Hawaiian<<<<<<<<
White1485711548580158817319
Students with Disabilities-434358-4545552484552
Economically Disadvantaged376732417473261686732
English Learners<<<<-676733<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students129078107928586868014
Female1087771348884122868414
Male1597823119686414867214
American Indian<100<0
Black694886-898911-717129
Hispanic-808020<<<<<<<<
White1790721010948461095855
Students with Disabilities<<<<<100<0
Economically Disadvantaged-959555928783747126
English Learners<100<0<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students274722658176193797621
Female373702738077202787622
Male275732578375174807620
Asian<100<0<<<<<<<<
Black2716929-6969312767524
Hispanic-7373277938778857715
Native Hawaiian<100<0<100<0<<<<
White477732388779134837918
Two or more races<100<03747126
Students with Disabilities-383862-6262382393761
Economically Disadvantaged368663227472261737227
English Learners-737327<<<<-909010
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 Students218160191983641721846316
Female168164191684681618836417
Male258155192283611723856215
American Indian<<<<<100<0<<<<
Asian<<<<<<<<<100<0
Black147662241176662413796721
Hispanic268156192390671016877213
Native Hawaiian<<<<<<<<<100<0
White258458162487631326866014
Two or more races<100<01585711517796321
Students with Disabilities650445064944516524648
Economically Disadvantaged167559251478642214786422
English Learners127462261880612013766324
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158670141386731414887412
Female1285731588577157877913
Male198768131987681321906910
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black583781777973216878113
Hispanic3387531327936775908510
White208867131689721121876713
Students with Disabilities6565044452484813635038
Economically Disadvantaged1375622578679146847816
English Learners<<<<<100<0<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87668241279672115846916
Female77871221081721914847016
Male87466261477632316846916
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black274722697061308807220
Hispanic-676733211007901394816
White147865221381681920876713
Students with Disabilities-4141592434157-505050
Economically Disadvantaged2747226568633211796821
English Learners-707030<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8686032781731913867314
Female467633347976219807120
Male13705630138370171793767
American Indian<<<<
Asian<100<0<100<0<100<0
Black457534317574259746526
Hispanic9736427-8787131592778
Native Hawaiian<<<<<<<<<100<0
White117564251486711416907410
Two or more races<100<0-838317
Students with Disabilities6565044175842425676233
Economically Disadvantaged1656335676702410786722
English Learners<<<<<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0
Male<100<0<100<0
White<100<0<100<0
Students with Disabilities<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198061202086661423846116
Female188063201588731223886512
Male217959212583581722805820
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black16745826118373178756725
Hispanic198869131988691321866414
Native Hawaiian<<<<<100<0<100<0
White218361172988601229875813
Students with Disabilities4433957-4545553444256
Economically Disadvantaged116857321073632714776223
English Learners<<<<<<<<10706030
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students468843123886481436794321
Female389052104186451436753925
Male518736133585511537824518
American Indian<100<0<<<<
Asian<100<0<<<<
Black378245182873452732764424
Hispanic529039103486511422836117
Native Hawaiian<100<0
White51914194690451040834217
Students with Disabilities9534547124635546342866
Economically Disadvantaged378447163183511725734827
English Learners<<<<33734027<<<<
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: 93.16 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-kindergarten128120115
Kindergarten365349373
Grade 1349356338
Grade 2358343341
Grade 3327355345
Grade 4356323325
Grade 5341340322
Grade 6314320313
Grade 7303317326
Grade 8331296307
Grade 9356354317
Grade 10310315315
Grade 11252274275
Grade 12267268287
Total Students4,3574,3304,299
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 Students435743304299
Female208420772077
Male227322532222
American Indian161610
Asian241921
Black126112311181
Hispanic295325340
Native Hawaiian121010
White243823732356
Two or more races311356381
Students with Disabilities567534474
Not Students with Disabilities379037963825
Economically Disadvantaged217322172067
Not Economically Disadvantaged218421132232
English Learners8177120
Not English Learners427642534179
Homeless425755
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 StudentsDivision120147702416
State4977134413270494355291988
FemaleDivision70761045
State27208151939333271895690
MaleDivision5071602011
State2256319220177161636341298
AsianDivision<<<<0<
State45721127821711655
BlackDivision27534025
State79241059810692161508849
HispanicDivision860011
State47494925291891967259
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision7378301610
State299791609911555741732722
Two or more racesDivision1090050
State23621474924317496
Students with DisabilitiesDivision2207032
State1022602927041321179106
Economically DisadvantagedDivision44814099
State959315817159242326561135
English LearnersDivision<<<<0<
State1518329526533162780
HomelessDivision<<<<<<
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 Students31427487.327487.3247.6
Female15614794.214794.242.6
Male15812780.412780.42012.7
Asian0<100<10000
Black918492.38492.322.2
Hispanic161487.51487.516.3
Native Hawaiian0<100<10000
White18015485.615485.6168.9
Two or more races241979.21979.2520.8
Students with Disabilities342985.32985.338.8
Economically Disadvantaged14712987.812987.896.1
English Learners0<100<10000
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken1 / .08% - -
Advanced Placement Course Enrollment43 / 3.63%21 / 1.73%143 / 11.98%
Dual Enrollment59 / 4.98%69 / 5.7%83 / 6.95%
Governor’s School Enrollment43 / 3.63%46 / 3.8%45 / 3.77%
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 StudentsDivision22910255
State800255758028
FemaleDivision1065746
State404623112723
MaleDivision1234563
State395632645333
American IndianDivision0<100
State25416535
BlackDivision883461
State171671128234
HispanicDivision151127
State8077522135
WhiteDivision1195256
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision20<100
State5663303146
Economically DisadvantagedDivision1184264
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 AssessmentsDivision---
 State397141393623
State LicensuresDivision4-7
 State167317901964
Industry CertificationDivision178221225
 State89541100544109590
Workplace ReadinessDivision14884226
 State336653077542313
Total Credentials EarnedDivision330305458
 State128850137248157490
Students Earning One or More CredentialsDivision250273373
 State104867109089126113
CTE CompletersDivision160147166
 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 Students661006161%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students711066056.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students951438660.1%
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
64.964.860.7

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
2013-20142,888.005,537.00720.00
2014-20152,914.005,694.00736.00
2015-20162,861.005,816.00811.00

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 Students3879340108154356152919920336514112122553512459265242
Female185015552671692248105881772182881211692222120114
Male2029185568718692819411518792291241341820237145128
American Indian17232153001130210000
Asian17101211001800121012
Black1196102334210561256249108695445810031206054
Hispanic2391743256341317270361714286262119
Native Hawaiian13000910181017300
White21331895993194631410612519762361211511877262163139
Two or more races26429913258511811282403028308482028
Students with Disabilities499632334419823840419642546395694139
Economically Disadvantaged1787230699714362541111211685215981071702318181168
English Learners6172271645661021116692
Homeless45126114510613451081653101016
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 Students94.3793.3993.01
Female94.3493.4893.06
Male94.3993.3192.97
American Indian95.6292.8697.47
Asian95.9596.8295.34
Black94.8794.2693.75
Hispanic94.7893.793.35
Native Hawaiian94.9392.3593.45
White94.0192.9392.61
Two or more races94.4993.0292.66
Students with Disabilities93.2792.3591.59
Economically Disadvantaged93.4592.6991.83
English Learners95.2594.9194.33
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 Offenses30
Technology Offenses12
Offenses Against Student12
Offenses Against Staff19
Weapons Offenses10
Property Offenses<
All Other Offenses<
Other Offenses Against Persons119
Disorderly or Disruptive Behavior Offenses293
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 Indian0.3670.370.320.233
Asian0.5510.240.4390.488
Black28.94245.4328.4345.0827.47240
Hispanic6.7713.857.5062.867.9094.92
Native Hawaiian0.2750.240.2310.2330.62
White55.95643.7554.80443.8154.80344
Two or more races7.1386.498.2227.948.86310.46
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 Indian0.3670.370.233
Asian0.5510.4390.488
Black28.94210028.434027.47246.15
Hispanic6.7717.5067.909
Native Hawaiian0.2750.2310.233
White55.95654.8046054.80338.46
Two or more races7.1388.2228.86315.38
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 Indian0.3670.370.233
Asian0.5510.4390.488
Black28.9429028.4327.472
Hispanic6.7717.5067.909
Native Hawaiian0.2750.2310.233
White55.9561054.80410054.803
Two or more races7.1388.2228.863
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 Students51.9153.0949.94
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 Students42.6845.2941.95
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students71.4373.9272.76
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: 16.46 : 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 iconstudent ratio iconstudent ratio icon

2015-2016 Grades 8-12 Student Teacher Ratio: 12.99 : 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
Provisional10%9%
Provisional Special Education0%2%
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 Schools100%-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
2014-201548%49%1%2%
2015-201649%49%0%2%
2016-201750%47%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Caroline County Public Schools to top