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General school information

Division: Carroll County Public Schools
Address: 605-9 Pine St Hillsville, VA 24343
Superintendent: Dr. Strader E. Blankenship
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


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 Schools9
Fully Accredited8
Partially Accredited: Approaching Benchmark-Pass Rate1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision878786
 Virginia848586
FemaleDivision909096
 Virginia888989
MaleDivision838576
 Virginia818283
American IndianDivision100100100
 Virginia788484
BlackDivision<<<
 Virginia777979
HispanicDivision<7988
 Virginia767676
WhiteDivision878887
 Virginia898990
Two or more racesDivision8991100
 Virginia898889
Students with DisabilitiesDivision564750
 Virginia525353
Economically DisadvantagedDivision817977
 Virginia747575
English LearnersDivision<75<
 Virginia676767
Gap Group 2Division<<<
 Virginia777979
Gap Group 3Division<7988
 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 Students137461261480662015796421
Female147764231685691517836617
Male127159291275632513756325
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black<<<<9827318<<<<
Hispanic9645536774682611705930
White137562251580652015796421
Two or more races88476162486621429885813
Students with Disabilities842345895243489473853
Economically Disadvantaged86759331174632610736327
English Learners456534436663343666234
Migrant<100<0<100<0<<<<
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126553351278662214725728
Female127058301582681815725728
Male115948411075642514725728
Asian<100<0<100<0
Hispanic8585042-86861414685532
White126553351377652315725728
Students with Disabilities1230197096051407362964
Economically Disadvantaged755484597263288645636
English Learners5555045-707030-757525
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126856321879612123805720
Female136956312086661426845716
Male116756331571562920775723
American Indian<<<<<100<0
Black<100<0<100<0<100<0
Hispanic1163533797768236898311
White136855321879612124795521
Two or more races<100<0<<<<<<<<
Students with Disabilities8453855955454516675133
Economically Disadvantaged116353371172612815756025
English Learners760534057065309736427
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197556252175542521785722
Female257752232279572124856115
Male147460262172512818705130
Asian<100<0<100<0<100<0
Black<100<0<100<0
Hispanic124735531168583217836517
White197657242276542421785722
Two or more races<100<0<100<0<<<<
Students with Disabilities6484352105646449463754
Economically Disadvantaged137057301770533015746026
English Learners854464676457365746826
Migrant<100<0<100<0
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217857221681661914735927
Female238360171784671614776423
Male197354271478642214685432
Hispanic1772562813675333-505050
White217857221582671815756025
Two or more races<100<0<100<0<100<0
Students with Disabilities1539246195545458494151
Economically Disadvantaged11715929127563259675833
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127563251982631818866814
Female148268182187661322906810
Male106960311877592315836817
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<<<<<
Hispanic-5858421178672214715729
White127563252082621817877013
Two or more races<100<0<100<0<100<0
Students with Disabilities74740531240286012574543
Economically Disadvantaged66963311576612412837117
English Learners<<<<<100<0<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students771632967467267777023
Female6726628882741810837317
Male869613156763334716729
American Indian<<<<<100<0<100<0
Hispanic-646436-60604012534147
White872642877467266787222
Two or more races<<<<<100<0<100<0
Students with Disabilities7332667949405113463354
Economically Disadvantaged564593646662345686332
English Learners<<<<<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students788811268983117847816
Female69084107948769877713
Male885771568579155837817
American Indian<100<0<100<0<100<0
Black<<<<<<<<<100<0
Hispanic9787022-838317<<<<
White789821178983117847716
Two or more races<100<0<<<<<100<0
Students with Disabilities-57574374841523322968
Economically Disadvantaged484811658782136797321
English Learners-555545<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students177356271476622419745526
Female198061202187671325835817
Male14665234967583313665334
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic13635038959504118553645
White177457261577632319755625
Two or more races19695031<<<<<100<0
Students with Disabilities734276633936618201280
Economically Disadvantaged126553351070593012665434
English Learners10483852-363664<<<<
Migrant<100<0<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136956311572582826714529
Female157560252487631332825018
Male10635238862543819604140
American Indian<<<<<<<<<100<0
Hispanic-454555757504332532147
White137057301573582725724728
Two or more races<<<<<<<<<100<0
Students with Disabilities7292271-36366413281572
Economically Disadvantaged106151391066563417624438
English Learners<<<<<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137966211379662113776423
Female138673141788701218856715
Male14725928107363279706130
American Indian<<<<<<<<<100<0
Black<<<<<<<<<<<<
Hispanic1271592911615039-575743
White148167191481671913776323
Two or more races<<<<<<<<<100<0
Students with Disabilities-2424768463854311989
Economically Disadvantaged6696431117463266706430
English Learners<<<<<<<<<<<<
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 Students127260281578622216806420
Female147662241882641817846716
Male116857321374612614776223
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black<<<<1577622320503050
Hispanic96757331483681711847316
White127260281577622316806420
Two or more races15796421227856222592678
Students with Disabilities937286394940518494151
Economically Disadvantaged86557351172612810756525
English Learners7615439878702211867614
Migrant<<<<<<<<<<<<
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146247381575602513736027
Female146550351673582713756325
Male155944411476622413715729
Asian<100<0<100<0
Hispanic85042501380672014816719
White156348371574592613726028
Students with Disabilities530267074538555383362
Economically Disadvantaged8514349868603210685932
English Learners545405510807020892838
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258358173187561329906010
Female25866114399153928896111
Male258055202483591731906010
American Indian<100<0<100<0
Black<100<0<100<0<100<0
Hispanic21896811239573522100780
White258257183187561330895911
Two or more races<100<0<<<<<100<0
Students with Disabilities125442461156444414665234
Economically Disadvantaged187961212183621720866614
English Learners208767131090801045100550
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227249282378552228815319
Female257348272384601632875513
Male207151292271502923755225
Asian<100<0<100<0<100<0
Black<<<<<100<0
Hispanic126553352674472617887113
White237249282278552228815319
Two or more races<100<0<100<0<<<<
Students with Disabilities9281972105040504413759
Economically Disadvantaged176851321969503118785922
English Learners15624638217957215847916
Migrant<100<0<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228462161885671518907210
Female21866514198970111791749
Male228159191882651819887012
Hispanic288961112010080010100900
White218462161785671519907110
Two or more races<100<0<100<0<100<0
Students with Disabilities174124591153424712705830
Economically Disadvantaged127967211381691910887812
English Learners<100<0<100<0<100<0
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students44844522375522519796021
Female45248482581571919816119
Male44642542168483218786022
American Indian<100<0<100<0<100<0
Black<<<<<<<<
Hispanic-25257522785622991829
White44945512375522518786022
Two or more races<100<0<100<0<100<0
Students with Disabilities123321671738216214453155
Economically Disadvantaged5484352166650348726328
English Learners<<<<<<<<<100<0
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students667603357065305726828
Female672652897465267817319
Male661553936866322646236
American Indian<<<<<100<0
Hispanic<<<<-797921-777723
White769633156964315726728
Students with Disabilities62923711156444415483352
Economically Disadvantaged162603877265284726828
English Learners<<<<<100<0<100<0
Migrant<<<<<<<<<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-62623847571255767124
Female-66663468175197837617
Male-59594116867323716829
American Indian<100<0<100<0
Black<100<0<100<0
Hispanic-909010<<<<7807320
White-60604047572255767124
Two or more races<<<<<<<<<100<0
Students with Disabilities-434357-535347-444456
Economically Disadvantaged-51514917070301686732
English Learners<<<<<<<<<<<<
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2807820-6665346756925
Female383801717069306787222
Male1787722-6363376726628
American Indian<100<0<<<<<100<0
Asian<100<0
Black<<<<<<<<
Hispanic-777723-646436<<<<
White280782016767336756925
Two or more races-909010<<<<<<<<
Students with Disabilities-404060-393961-444456
Economically Disadvantaged175742516059401656335
English Learners<<<<<<<<<<<<
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187961211281691917846716
Female228159191382691820896911
Male127563251180692014796521
Asian<100<0<100<0
Black<<<<<<<<
Hispanic<<<<-92928<<<<
White197961211381681918866814
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged76558351178672213756225
English Learners<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8787022980712011837217
Female7766824780732011857415
Male98172191280682011817019
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic775682536966315757025
White87870221080712011847216
Two or more races8888112219574517100830
Students with Disabilities4413759-4040605504550
Economically Disadvantaged672662867468267777023
English Learners85547455585342-696931
Migrant<<<<<<<<<100<0
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126957311475612519816219
Female147157291077672318826418
Male106757331873552720806120
Asian<100<0<100<0<100<0
Black<<<<<100<0
Hispanic12473553-6565359746526
White117058301576622419816319
Two or more races<100<0<100<0<100<0
Students with Disabilities6332867-4747539504150
Economically Disadvantaged9615239868603214766224
English Learners153823627645736-686832
Migrant<<<<<100<0
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students772652857873229827318
Female4666234281791910867714
Male977682377669248776923
American Indian<<<<<100<0<100<0
Hispanic-606040-56564410756525
White772652857974219827318
Two or more races<<<<<100<0<100<0
Students with Disabilities5312669-44445613513849
Economically Disadvantaged566613437573254736927
English Learners<<<<<<<<<100<0
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students589831188577156847816
Female489851188476165847916
Male788811288677147857815
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic694886<100<0-92928
White689831188577157857815
Two or more races<<<<<<<<<100<0
Students with Disabilities-656535-303070-434357
Economically Disadvantaged684781657974214827818
English Learners<<<<<<<<<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10776823149177914877213
Female6716529890821016907410
Male18907310219170913837018
American Indian<100<0<100<0<<<<
Hispanic9827318<<<<<<<<
White10776623159176915887312
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged5676233989791112796721
English Learners<<<<<<<<<<<<
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students480752087667249847516
Female475712577367277878013
Male58480161078682210827218
Asian<100<0
Black<100<0<<<<
Hispanic<<<<8585042-777723
White4797521877682310847516
Two or more races<100<0<100<0<100<0
Students with Disabilities-282872-303070-555545
Economically Disadvantaged274722677063304767224
English Learners<<<<<<<<<<<<
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 Students248359172183621720846416
Female218362172183621719836517
Male278356172184631622856315
American Indian30805020<<<<<<<<
Asian<100<0<100<0<100<0
Black-646436<<<<<<<<
Hispanic217958212080592015867114
White248359172184631621846316
Two or more races2996684108575152691659
Students with Disabilities1152404864842528544646
Economically Disadvantaged187860221779622114796521
English Learners208059201771542914766224
Migrant<100<0<100<0<<<<
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128877121190791013887512
Female10867514889821113837017
Male139178914927781392788
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black<<<<<100<0<100<0
Hispanic138875137878013<<<<
White11897711129179913887412
Two or more races<100<0<<<<<100<0
Students with Disabilities5797421-606040-505050
Economically Disadvantaged6807520986781410807020
English Learners<<<<<<<<<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students31754425
Female24755125
Male38753725
American Indian<100<0
Black<<<<
Hispanic29795021
White31754425
Two or more races<100<0
Students with Disabilities10392961
Economically Disadvantaged27704430
English Learners30704030
Migrant<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158469161785681515897411
Female10817119158469161391789
Male208767131986671417867014
American Indian<100<0<100<0<100<0
Black<<<<
Hispanic98273181375632531885613
White168468161786681414897511
Two or more races<<<<<100<0<100<0
Students with Disabilities8443656-5757435605640
Economically Disadvantaged127867221481681911887712
English Learners<<<<<<<<<<<<
Migrant<100<0<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198162191373602714695531
Female137966211271592912665534
Male258358171576622416715529
American Indian<<<<<<<<<100<0
Asian<100<0<100<0
Black<100<0<<<<
Hispanic<<<<-828218-717129
White198263181474602615695431
Two or more races<100<0<<<<<<<<
Students with Disabilities3343166-242476-323268
Economically Disadvantaged14756125106858325585442
English Learners<<<<<<<<<<<<
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students480762016665345746926
Female-757525-48485210625238
Male684771627775233817819
American Indian<100<0
Black<<<<<<<<
Hispanic<<<<<<<<<100<0
White482781816564356746926
Students with Disabilities<<<<-252575-363664
Economically Disadvantaged372692826058403726928
English Learners<<<<<<<<<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students27815419
Female24846016
Male30784822
Hispanic28835617
White27815419
Two or more races<100<0
Students with Disabilities3343166
Economically Disadvantaged16745826
English Learners<100<0
Migrant<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238562152686601431865514
Female30895911329158932865414
Male188264181981611930865614
American Indian<100<0<100<0
Black<100<0<100<0
Hispanic-6767332272502821866414
White248561152687601331865414
Two or more races<100<0<100<0<100<0
Students with Disabilities3514949342395812574543
Economically Disadvantaged148167191979612118786022
English Learners<<<<<100<0<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students39844416418746133492588
Female36834717408949112693677
Male43854115428543154091509
American Indian<<<<<<<<
Black<100<0<100<0<100<0
Hispanic268458164886381418100820
White41844216408747133692568
Two or more races<100<0<100<0<100<0
Students with Disabilities166044401554394624734927
Economically Disadvantaged308454163283511726896311
English Learners2780532033835017<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

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: 88.82 State: 91.04Division: 92.72 State: 91.28Division: 91.72 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-kindergarten164144130
Kindergarten307297265
Grade 1294296299
Grade 2274285295
Grade 3307274286
Grade 4287300282
Grade 5300276303
Grade 6298291284
Grade 7303291297
Grade 8299299291
Grade 9323287299
Grade 10279310295
Grade 11283272294
Grade 12298268282
Total Students4,0163,8903,902
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 Students401638903902
Female192018741853
Male209620162049
American Indian181711
Asian9912
Black252021
Hispanic243236246
White366735633568
Two or more races544544
Students with Disabilities571593649
Not Students with Disabilities344532973253
Economically Disadvantaged231322212189
Not Economically Disadvantaged170316691713
English Learners135141125
Not English Learners388137493777
Migrant121514
Homeless172716
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 StudentsDivision13812623155
State4917334246347093350192269
FemaleDivision79430242
State268261510112433531834822
MaleDivision598321113
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision<<<<0<
State79001054014302301415981
HispanicDivision580001
State44244514381851538310
WhiteDivision12811523144
State300171650514315601740817
Two or more racesDivision<<<<<<
State222313111283616089
Students with DisabilitiesDivision1262050
State946531134691091067120
Economically DisadvantagedDivision41722195
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
HomelessDivision<<<<<<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students2892669226993.1155.2
Female13012293.812495.443.1
Male15914490.614591.2116.9
American Indian0<100<10000
Asian0<100<10000
Black0<100<10000
Hispanic141392.91392.900
White26624592.124893.2145.3
Two or more races0<<<<<<
Students with Disabilities352982.92982.9514.3
Economically Disadvantaged13011588.511689.296.9
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken20 / 1.69%17 / 1.5%9 / .77%
Advanced Placement Course Enrollment23 / 1.94%20 / 1.76%10 / .85%
Dual Enrollment487 / 41.17%527 / 46.35%561 / 47.95%
Governor’s School Enrollment1 / .08%1 / .09%3 / .26%
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 StudentsDivision27116838
State807645806228
FemaleDivision1279029
State410163155223
MaleDivision1447846
State397482651033
American IndianDivision0<100
State25416635
BlackDivision0<100
State175771162334
HispanicDivision11<100
State7574489435
WhiteDivision24815836
State467663441226
Two or more racesDivision10<100
State3210234527
Students with DisabilitiesDivision16<100
State5865307548
Economically DisadvantagedDivision1165850
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 AssessmentsDivision92227
 State502439714139
State LicensuresDivision91914
 State90516731790
Industry CertificationDivision234268261
 State6932189541100544
Workplace ReadinessDivision194177223
 State283493366530775
Total Credentials EarnedDivision446486525
 State103599128850137248
Students Earning One or More CredentialsDivision322361372
 State86257104867109089
CTE CompletersDivision220177194
 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 Students1215960%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
64.563.966.4

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,563.005,574.001,251.00
2013-20143,455.005,735.001,161.00
2014-20153,512.006,169.001,131.00

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 Students40602508511537181856691352924410111035872317374
Female1949115324517928130401702112535517151094029
Male21111355370192610436511827132485518721223345
American Indian152141430196107013
Asian3000100001100113120
Black95312194121821618302
Hispanic2361246217187422418472321185
Native Hawaiian0000
White36062227898340715755813228213929632762126063
Two or more races741114523333953041421
Students with Disabilities551451721516401517529541615572591216
Economically Disadvantaged20651917191214815262781984205878820041976462
English Learners128420131531136520126532
Homeless27747235093080428922
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.6895.2695.53
Female95.9195.395.56
Male95.4795.2295.5
American Indian94.7191.7588.49
Asian98.3896.3196.82
Black92.7390.9593.02
Hispanic95.6995.4995.4
White95.7295.2995.58
Two or more races94.5594.0694.48
Students with Disabilities94.9594.8394.94
Economically Disadvantaged94.7894.394.67
English Learners96.3396.4696.23
Migrant93.2294.0491.61
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 Offenses124
Technology Offenses<
Offenses Against Student56
Offenses Against Staff<
Weapons Offenses20
Property Offenses22
All Other Offenses47
Other Offenses Against Persons82
Disorderly or Disruptive Behavior Offenses216
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.448.82.437.28.282
Asian.224.231.308.25
Black.6231.36.5142.82.538.74
Hispanic6.0515.186.0673.956.3043.92
Native Hawaiian
White91.3189.6591.59491.5391.4490.69
Two or more races1.34531.1571.411.1284.41
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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.448.437.282
Asian.224.231.308
Black.623.514.538
Hispanic6.0516.0676.304
Native Hawaiian
White91.3191.59491.44
Two or more races1.3451.1571.128
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.448.437.282
Asian.224.231.308
Black.623.514.538
Hispanic6.0516.0676.304
Native Hawaiian
White91.3110091.59491.44100
Two or more races1.3451.1571.128
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 Students58.1857.8957.01
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 Students53.2950.3350.7
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 Students81.9280.0880.09
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

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 14.51 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 8.75 : 1

student 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
Provisional3%5%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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 Schools1%1%1%
High Poverty---
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201444%52%1%3%
2014-201545%52%1%2%
2015-201646%50%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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