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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 Accredited2
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Improving School-Pass Rate1
Partially Accredited: Reconstituted School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision787980
 Virginia848586
FemaleDivision848885
 Virginia888989
MaleDivision737276
 Virginia818283
American IndianDivision<<100
 Virginia788484
AsianDivision100<
 Virginia909092
BlackDivision818382
 Virginia777979
HispanicDivision<9194
 Virginia767676
Native HawaiianDivision100<
 Virginia868992
WhiteDivision778079
 Virginia898990
Two or more racesDivision<<<
 Virginia898889
Students with DisabilitiesDivision313644
 Virginia525353
Economically DisadvantagedDivision737476
 Virginia747575
English LearnersDivision<<<
 Virginia676767
Gap Group 2Division818382
 Virginia777979
Gap Group 3Division<9194
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116857321272602813746226
Female137461261478642214786322
Male96353371067573311726028
American Indian9645536-626238<<<<
Asian66559356767124<100<0
Black761543986659348665834
Hispanic7686032106858329776923
Native Hawaiian<<<<<<<<<100<0
White157359271577622316796321
Students with Disabilities524207653025707322568
Economically Disadvantaged7595241867583310726228
English Learners553474755146492626138
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186951311474602617725528
Female237552251579642123734927
Male156551351369563111726028
American Indian<100<0<<<<<<<<
Black14594541857494316664934
Hispanic873652736057404757125
White227452261984651621775623
Students with Disabilities2232177145238489292071
Economically Disadvantaged14594541865573511655535
English Learners<<<<9453655<<<<
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156652341468543214776223
Female177255281773562718816319
Male136149391164533611726128
Asian<100<0<100<0<100<0
Black555504596153399635437
Hispanic63831631767503312705830
White217554251672562817836617
Students with Disabilities828207342824726393261
Economically Disadvantaged9564744960524011746326
English Learners<<<<<<<<-474753
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257147292374512620775723
Female307747232680532020795921
Male196546352169493120755525
American Indian<<<<<100<0
Black236542351866483410645436
Hispanic1684681665953411694776
Native Hawaiian<<<<<100<0
White277447262980512025795421
Students with Disabilities932236872720734403560
Economically Disadvantaged166145391671552913725828
English Learners<<<<<<<<10908010
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students56560351169583113675433
Female56863321477632316735627
Male6625638961523910625238
Asian<<<<<100<0<100<0
Black459554165448467635737
Hispanic-60604087567256534747
White77164291577622315675233
Students with Disabilities220188031916819201180
Economically Disadvantaged258564256661349514349
English Learners<<<<<<<<-505050
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students869603187264289726328
Female11796721976662411756525
Male558534266861328696131
American Indian<100<0<100<0<100<0
Black458544287164295554945
Hispanic1882651866559358776923
Native Hawaiian<<<<<100<0
White10736327873652711806920
Students with Disabilities422197863024705201580
Economically Disadvantaged3615839761543913614739
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students460564076760338676033
Female468653287366277716429
Male454494666155398645636
American Indian<<<<<<<<<<<<
Asian<<<<<<<<<100<0
Black355524526361374615739
Hispanic-80802013534047-676733
Native Hawaiian<100<0<<<<<100<0
White5635837971622911746326
Students with Disabilities823157722725736322668
Economically Disadvantaged351494966156398504250
English Learners<<<<<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378752278578157898211
Female281791998778135908510
Male375722548279188877813
American Indian<100<0<100<0<100<0
Black-77772338784135847916
Hispanic-50505016957956100940
White582771888273188908210
Students with Disabilities-232377536316410473753
Economically Disadvantaged168663218382174908510
English Learners<<<<<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10665634126956319726228
Female117664241576612411806920
Male9574943106151398635637
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<100<0
Black657514376659347716429
Hispanic863563768478167777023
Native Hawaiian<100<0<<<<<<<<
White137259281670543011746226
Two or more races<<<<12534147
Students with Disabilities428247232320773343166
Economically Disadvantaged557524355853426726528
English Learners-565644-757525-696931
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8625438115948418645636
Female117564251468543210736427
Male651464985043507544746
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<100<0
Black554494675245488665734
Hispanic65650448776923-545446
Native Hawaiian<100<0<<<<<<<<
White11695831136249388665834
Students with Disabilities225237521816826342966
Economically Disadvantaged451474955045508463854
English Learners<<<<<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students77264281479652110796921
Female67872221584691613877413
Male9665734127260288726428
American Indian<100<0<<<<<100<0
Black367643377871226767024
Hispanic-62623858984111294826
White127664242080592014796621
Students with Disabilities53026705302570-343466
Economically Disadvantaged467633366964316767024
English Learners<<<<<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106757331069583111726128
Female107060301170593011756425
Male106454361068583212705830
American Indian77367277575043<<<<
Asian167963211684681621866414
Black560544066155397635637
Hispanic8686032774682611746326
Native Hawaiian<<<<-606040<<<<
White137259281473592714776323
Students with Disabilities630247073527658352865
Economically Disadvantaged6585342865573512705730
English Learners657514366862326696331
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students86355372075552513715829
Female86456362575492516685332
Male86354381475602511736227
American Indian<100<0<<<<<<<<
Black450465096455368524448
Hispanic-5454467676033-636337
White117160292781541918816319
Students with Disabilities4262174146248386201480
Economically Disadvantaged3535047146753339655535
English Learners<<<<-626238<<<<
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177356271577622321846316
Female167458261478642227855815
Male177254281777602316846816
Asian<100<0<100<0<100<0
Black5615639973642715725728
Hispanic66356381380672015887312
White248056202080602026886312
Students with Disabilities18382063640346010453455
Economically Disadvantaged9655635970613018806220
English Learners<<<<<<<<7736727
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students317646242779522129825318
Female328250182980512027845716
Male297041302678522230805020
American Indian<100<0<100<0
Black226442361770533022775423
Hispanic338350172988591234845016
Native Hawaiian<100<0<100<0
White358046203283511731835217
Students with Disabilities6302370204122598484052
Economically Disadvantaged206747332279572125775223
English Learners<<<<<100<020705030
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students765583536864325716629
Female766593457469264767224
Male765573526260385666134
Asian<<<<<100<0<100<0
Black460554035552454605640
Hispanic-6363384656135-606040
White1170603037673246757025
Students with Disabilities7312469527227314342066
Economically Disadvantaged4575443369663115655035
English Learners<<<<<<<<-808020
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students444405644339574514749
Female150485034642542555345
Male638316344036605464154
American Indian<100<0<<<<<100<0
Black131306923331671343366
Hispanic-434357-29297113574343
Native Hawaiian<<<<<<<<<<<<
White650455065347473585442
Students with Disabilities6126889199815181383
Economically Disadvantaged130297023230689312269
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students351484915452462555345
Female161603925856422605840
Male443395714949511494851
Asian<100<0<<<<<<<<
Black2525048-4545551525148
Hispanic7605340-797921-505050
Native Hawaiian<100<0<<<<<100<0
White347445335754433615839
Students with Disabilities1124137621614846312669
Economically Disadvantaged345425514241587433657
English Learners<<<<<<<<<<<<
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students375732517574255746926
Female479752117675245807420
Male170693017573254686432
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<<<<
Black-67673317877221646336
Hispanic7867914-909010-797921
Native Hawaiian<100<0<<<<
White380772017170296767124
Students with Disabilities-505050-353565-292971
Economically Disadvantaged2686632-6969311646336
English Learners<<<<<100<0-737327
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students381781936764333787522
Female479742146662341777623
Male384811626866325787422
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black17473261555445-757525
Hispanic6837817-808020-868614
White585801547268286797421
Students with Disabilities-414159-353565-414159
Economically Disadvantaged2747226-6464361696931
English Learners<100<0<<<<-909010
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138572151785681524896511
Female15816719167963211693767
Male1191809189375732855315
American Indian<<<<
Black128573151375622515836818
Hispanic-909010-92928<<<<
White1686711423916892692668
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged78275181079692124896511
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13766324978692213826818
Female13776523877702311817019
Male147561251178682216826718
American Indian-828218<<<<<100<0
Asian<<<<10908010<<<<
Black664593637067307766924
Hispanic13806620579742115856915
Native Hawaiian<100<0<<<<<<<<
White198264181382691817856915
Students with Disabilities340366043734636544846
Economically Disadvantaged8665834672662810756525
English Learners-70703067367273757325
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247753232082621832825018
Female238158191680652031835217
Male247349272483591733824918
American Indian<100<0<100<0
Black106252381073632720745426
Hispanic248460161167563333875313
Native Hawaiian<100<0<100<0
White318452162788611238864814
Students with Disabilities6403460154429568504250
Economically Disadvantaged126755331475622526764924
English Learners<<<<2070503010706030
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7716429371682912806920
Female5746926471682910776823
Male8686032370683013837017
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<<<<
Black3646136-5757438857715
Hispanic-818119-10010009827318
Native Hawaiian<100<0<<<<<<<<
White10766524576712416796321
Students with Disabilities2272473-25257510483952
Economically Disadvantaged459554125754438645636
English Learners<<<<<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students571662998071203787522
Female673672778073203837917
Male4686432128169193747126
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black-60604017271283726928
Hispanic-72722813806720-777723
White9786922148571154858015
Students with Disabilities2323068-434358-454555
Economically Disadvantaged157564337673241747326
English Learners<<<<<<<<-676733
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1384711612907810792858
Female6726628108777134888412
Male2210078015978231196864
American Indian<<<<<100<0
Black11847416694886-898911
Hispanic<100<0-808020<<<<
White15857015179072101094846
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged-646436-95955592878
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students878702227472265817619
Female878702237370273807720
Male979702127573257837517
American Indian<100<0<100<0
Asian<100<0<100<0<<<<
Black26260382716929-696931
Hispanic6817519-737327793877
Native Hawaiian<100<0<100<0<100<0
White1387741347773238877913
Students with Disabilities2454355-383862-626238
Economically Disadvantaged370673036866322747226
English Learners<<<<-737327<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258156192181601919836417
Female238259181681641916846816
Male288153192581551922836117
American Indian14715729<<<<<100<0
Asian5093437<<<<<<<<
Black187658241476622411766624
Hispanic157964212681561923906710
Native Hawaiian<<<<<<<<<<<<
White338552152584581624876313
Two or more races<100<0<100<015857115
Students with Disabilities1047375365044506494451
Economically Disadvantaged187456261675592514786422
English Learners156954311274622618806120
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108271181586701413867314
Female5797421128573158857715
Male158469161987681319876813
American Indian<<<<<<<<<100<0
Black772652858378177797321
Hispanic1692758338753132793677
White67973212088671316897211
Students with Disabilities-42425865650444524848
Economically Disadvantaged3747026137562257867914
English Learners<<<<<<<<<100<0
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students39854615
Female35844916
Male43864314
American Indian<<<<
Asian<<<<
Black27835618
Hispanic27805320
Native Hawaiian<100<0
White50873813
Students with Disabilities18513349
Economically Disadvantaged32784622
English Learners<<<<
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5686332876682412796721
Female3686532778712210817219
Male7676133874662614776323
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<<<<
Black164633627472269706130
Hispanic1595841-67673321100790
Native Hawaiian<100<0<<<<
White97566251478652213816819
Two or more races<100<0<100<0
Students with Disabilities5302570-4141592434157
Economically Disadvantaged458544227472265686332
English Learners<<<<-707030<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1381681986860327817319
Female975672546763334797621
Male198869131370563013837017
Black-87871345753431757425
Hispanic127867229736427-878713
Native Hawaiian<<<<<<<<<<<<
White218362171175642514867114
Students with Disabilities<<<<656504417584242
Economically Disadvantaged1170593016563356767024
English Learners<<<<<<<<<<<<
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students34865214
Female34885412
Male34855115
American Indian<100<0
Asian<100<0
Black21795821
Hispanic63100380
Native Hawaiian<100<0
White39895011
Students with Disabilities17614439
Economically Disadvantaged23815819
English Learners<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148066201980612020866614
Female138875121880632015887312
Male147359272179592125835817
American Indian<<<<<<<<<100<0
Asian<100<0<<<<<100<0
Black127966211674582611837317
Hispanic177558251988691319886913
Native Hawaiian<100<0<<<<<100<0
White158166192183611729886012
Students with Disabilities53328674433957-454555
Economically Disadvantaged117362271168573210736327
English Learners<<<<<<<<<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398445164688431238864814
Female398648143890521041864514
Male408242185187361335855115
Asian<100<0<100<0<<<<
Black277750233782451828734527
Hispanic198163195290391034865114
White48894111519141946904510
Students with Disabilities6322668953454712463554
Economically Disadvantaged227956213784471631835117
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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 91.89 State: 91.04Division: 94.24 State: 91.28Division: 93.16 State: 90.38

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

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

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten137128120
Kindergarten332365349
Grade 1371349356
Grade 2360358343
Grade 3348327355
Grade 4339356323
Grade 5336341340
Grade 6314314320
Grade 7336303317
Grade 8332331296
Grade 9346356354
Grade 10307310315
Grade 11250252274
Grade 12278267268
Total Students4,3864,3574,330
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students438643574330
Female207820842077
Male230822732253
American Indian221616
Asian222419
Black133012611231
Hispanic265295325
Native Hawaiian121210
White242924382373
Two or more races306311356
Students with Disabilities614567534
Not Students with Disabilities377237903796
Economically Disadvantaged224921732217
Not Economically Disadvantaged213721842113
English Learners668177
Not English Learners432042764253
Homeless274257
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision126118911913
State4917334246347093350192269
FemaleDivision75613077
State268261510112433531834822
MaleDivision515761126
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision40436066
State79001054014302301415981
HispanicDivision1050020
State44244514381851538310
WhiteDivision716631117
State300171650514315601740817
Two or more racesDivision<<<<0<
State222313111283616089
Students with DisabilitiesDivision4179121
State946531134691091067120
Economically DisadvantagedDivision62555082
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
HomelessDivision171001
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students28625388.525488.8196.6
Female15313990.813990.874.6
Male13311485.711586.5129
American Indian0<100<10000
Asian0<100<10000
Black1018988.18988.165.9
Hispanic171588.21588.2211.8
White15914088.114188.7116.9
Two or more races0<100<10000
Students with Disabilities343088.23191.225.9
Economically Disadvantaged13212292.412292.486.1
English Learners0<100<10000
Homeless1099099000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken8 / .68%1 / .08% -
Advanced Placement Course Enrollment98 / 8.3%43 / 3.63%21 / 1.73%
Dual Enrollment103 / 8.72%59 / 4.98%69 / 5.7%
Governor’s School Enrollment41 / 3.47%43 / 3.63%46 / 3.8%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision24213046
State807645806228
FemaleDivision1267441
State410163155223
MaleDivision1165652
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision935541
State175771162334
HispanicDivision10<100
State7574489435
WhiteDivision1356552
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision17<100
State5865307548
Economically DisadvantagedDivision924551
State228881345141
English LearnersDivision0<100
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision7--
 State502439714139
State LicensuresDivision74-
 State90516731790
Industry CertificationDivision326178221
 State6932189541100544
Workplace ReadinessDivision33614884
 State283493366530775
Total Credentials EarnedDivision676330305
 State103599128850137248
Students Earning One or More CredentialsDivision481250273
 State86257104867109089
CTE CompletersDivision132160147
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
64.864.964.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20132,743.005,494.00992.00
2013-20142,888.005,537.00720.00
2014-20152,914.005,694.00736.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students4060292106116387934010815435615291992033651411212255
Female1977136475918501555267169224810588177218288121
Male20831565957202918556871869281941151879229124134
American Indian21110172321530011302
Asian21100171012110018001
Black126190293311961023342105612562491086954458
Hispanic2179552391743256341317270361714
Native Hawaiian140001300091018101
White223917260732133189599319463141061251976236121151
Two or more races2871911526429913258511811282403028
Students with Disabilities553511731499632334419823840419642546
Economically Disadvantaged19152026683178723069971436254111121168521598107
English Learners793326172271645661021
Homeless4615111451261145106134510816
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students94.7294.3793.39
Female94.7594.3493.48
Male94.794.3993.31
American Indian92.9495.6292.86
Asian95.2795.9596.82
Black95.2694.8794.26
Hispanic95.5894.7893.7
Native Hawaiian96.3194.9392.35
White94.3594.0192.93
Two or more races94.5394.4993.02
Students with Disabilities93.4893.2792.35
Economically Disadvantaged93.8693.4592.69
English Learners94.9295.2594.91
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses38
Technology Offenses<
Offenses Against Student12
Offenses Against Staff<
Weapons Offenses17
Property Offenses14
All Other Offenses<
Other Offenses Against Persons81
Disorderly or Disruptive Behavior Offenses242
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.502.71.367.37.32
Asian.502.24.551.24.439
Black30.32444.7928.94245.4328.4345.08
Hispanic6.0422.136.7713.857.5062.86
Native Hawaiian.274.71.275.24.231
White55.38145.555.95643.7554.80443.81
Two or more races6.9775.927.1386.498.2227.94
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

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.502.367.37
Asian.502.551.439
Black30.3244028.94210028.4340
Hispanic6.0426.7717.506
Native Hawaiian.274.275.231
White55.38153.3355.95654.80460
Two or more races6.9776.677.1388.222
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.502.367.37
Asian.502.551.439
Black30.32485.7128.9429028.43
Hispanic6.0426.7717.506
Native Hawaiian.274.275.231
White55.38155.9561054.804100
Two or more races6.97714.297.1388.222
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students52.5751.9153.09
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students42.5542.6845.29
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students72.7971.4373.92
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 16.28 : 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

2014-2015 Grades 8-12 Student Teacher Ratio: 13.04 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional6%10%
Provisional Special Education1%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201445%52%1%2%
2014-201549%48%1%2%
2015-201649%49%0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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