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General school information

Division: Carroll County Public Schools
Address: 605-9 Pine St Hillsville, VA 24343
Superintendent: Dr. Shirley A. Perry
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148066201579642114816619
Female168569151783661717846716
Male127563251375632512776523
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<<<<
Black9827318<<<<15776223
Hispanic7746826117059309746626
White158065201579642115816619
Two or more races248662142988581315857015
Students with Disabilities952434894738537474053
Economically Disadvantaged117463261073632711776523
English Learners366633436662344736827
Migrant<100<0<<<<<100<0
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127866221472572816786122
Female158268181572572820816119
Male107564251472572813746226
Hispanic-8686141468553225835817
White137765231572572815776223
Two or more races<100<0<<<<
Students with Disabilities960514073629645342966
Economically Disadvantaged9726328864563613756225
English Learners-707030-75752516796321
Migrant<100<0<100<0
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187961212380572018765824
Female208666142684571622775523
Male157156292077572314756025
Asian<100<0<100<0
Black<100<0<100<0<100<0
Hispanic977682368983118686032
White187961212479552119765724
Students with Disabilities9554545166751334444056
Economically Disadvantaged117261281575602515715729
English Learners57065309736427-797921
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217554252178572222876513
Female22795721248561152492698
Male217251281870513021846316
American Indian<<<<<100<0
Hispanic1168583217836517793877
White227654242178572223876313
Two or more races<100<0<<<<<100<0
Students with Disabilities1056464494637548675833
Economically Disadvantaged177053301574602618826518
English Learners7645736574682610807020
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168166191473592719826418
Female178467161477642322876613
Male147864221468543215776223
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic13675333-5050505777323
White158267181575602519836417
Two or more races<100<0<100<0<<<<
Students with Disabilities9554545849415110473753
Economically Disadvantaged12756325967583314766224
English Learners<<<<<<<<-707030
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198263181886681412816919
Female218766132290681015867114
Male18775923158368179756725
Asian<100<0<100<0<100<0
Hispanic1178672214715729-646436
White208262181787701313826918
Two or more races<100<0<100<0<100<0
Students with Disabilities12402860125745434504650
Economically Disadvantaged15766124128371177777023
English Learners<100<0<<<<-676733
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6746726777702310766724
Female88274181083731711837217
Male567633347167298706230
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Hispanic-606040125341476534747
White774672667872229776823
Two or more races<100<0<100<0<100<0
Students with Disabilities9494051134633544373363
Economically Disadvantaged466623456863327726528
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students689831178478164858115
Female79487698777134827918
Male685791558378175888312
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<<<<
Black<<<<<100<0<<<<
Hispanic-838317<<<<6888113
White789831178477164868214
Two or more races<<<<<100<0<100<0
Students with Disabilities7484152332296815483353
Economically Disadvantaged587821367973216847816
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

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147662241974552621745326
Female218767132583581730835317
Male96758331366533413655235
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<<<<
Black<<<<<<<<<<<<
Hispanic95950411855364514746026
White157763231975562522745226
Two or more races<<<<<100<0<100<0
Students with Disabilities339366182012805312669
Economically Disadvantaged107059301266543417725528
English Learners-363664<<<<11503950
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157258282671452927754825
Female248763133282501837895311
Male86254381960414018624438
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Hispanic75750433253214722896711
White157358272572472827744726
Two or more races<<<<<100<0<100<0
Students with Disabilities-3636641328157210332367
Economically Disadvantaged106656341762443821725128
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137966211377642316735727
Female178870121885671524785422
Male1073632797061308686032
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<<<<
Black<<<<<<<<<<<<
Hispanic11615039-5757436595341
White148167191377632317745726
Two or more races<<<<<100<0<100<0
Students with Disabilities8463854311989-282872
Economically Disadvantaged11746326670643013736027
English Learners<<<<<<<<-202080
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157862221680642014796421
Female188264181784671616836717
Male137461261477622313746126
American Indian<<<<<100<0<100<0
Asian<100<0<100<01792758
Black157762232050305021866414
Hispanic148368171184731614806620
White157762231680642014786422
Two or more races22785622259267822836117
Students with Disabilities949405184941516423758
Economically Disadvantaged117261281075652510746326
English Learners8787022118676148817319
Migrant<<<<<<<<<<<<
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157560251373602711766524
Female167358271375632510786922
Male147662241371572913756225
Hispanic138067201481671917715429
White157459261372602811776623
Two or more races<100<0<<<<
Students with Disabilities745385553833625292471
Economically Disadvantaged8686032106859328716329
English Learners1080702089283811746326
Migrant<<<<<100<0
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318756132990601021775623
Female39915392889611124795521
Male248359173190601018755725
Asian<100<0<100<0
Black<100<0<100<0<100<0
Hispanic23957352210078021795821
White318756133089591121775623
Students with Disabilities11564444146652343393761
Economically Disadvantaged218362172086661415766024
English Learners1090801045100550793867
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237855222881531924846016
Female238460163287551324866214
Male227150292375522523825918
American Indian<100<0<100<0
Hispanic267447261788711338100630
White227855222881531923835917
Two or more races<100<0<<<<<100<0
Students with Disabilities1050405044137598524448
Economically Disadvantaged196950311878592218786022
English Learners21795721584791627100730
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188567151890721018897011
Female1989701117917492191709
Male188265181988701215867114
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic2010080010100900996874
White178567151990711018887012
Two or more races<100<0<100<0<100<0
Students with Disabilities115342471270583012594741
Economically Disadvantaged138169191088781212857315
English Learners<100<0<100<0595905
Migrant<100<0<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237552251979602114705630
Female258157191981611914786422
Male216848321878602214624838
Asian<100<0<100<0<100<0
Hispanic227856229918299776823
White237552251878602215695431
Two or more races<100<0<100<0<100<0
Students with Disabilities17382162144531557302470
Economically Disadvantaged16665034872632810625138
English Learners<<<<<100<013806720
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students570653057268286807520
Female974652678173195847816
Male368663226462366787222
Hispanic-797921-777723-92928
White569643157267286797421
Students with Disabilities11564444154833529564744
Economically Disadvantaged772652847268284817719
English Learners<100<0<100<0<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students475712557671245757125
Female681751978376175847916
Male168673237168294676333
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Hispanic<<<<7807320-737327
White475722557671245757125
Two or more races<<<<<100<0<<<<
Students with Disabilities-535347-444456-363664
Economically Disadvantaged170703016867321706930
English Learners<<<<<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-666534675692511736227
Female1706930678722215796421
Male-63633767266288696131
American Indian<<<<<100<0
Hispanic-646436<<<<14624838
White1676733675692511746326
Two or more races<<<<<<<<
Students with Disabilities-393961-444456-313169
Economically Disadvantaged160594016563357655835
English Learners<<<<<<<<-454555
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128169191784671616836717
Female138269182089691118897011
Male118069201479652113766324
American Indian<100<0<100<0
Hispanic-92928<<<<<<<<
White138168191886681416836717
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged117867221375622513776323
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

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98071201183721713806820
Female78073201185741510827118
Male128068201181701914796521
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic369663157570254736927
White108071201184721613816819
Two or more races21957451710083017755825
Students with Disabilities-40406055045505454055
Economically Disadvantaged674682677770238756725
English Learners5585342-696931-717129
Migrant<<<<<100<0<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147561251981621920836317
Female107767231882641816826618
Male187355272080612023846016
American Indian<<<<<100<0
Hispanic-6565359746526-888813
White157662241981631922826118
Two or more races<100<0<100<0<100<0
Students with Disabilities-47475395041508524448
Economically Disadvantaged86860321476622415786322
English Learners7645736-686832-91919
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students578732298273189817219
Female2817919108677144827818
Male7766924877692313806720
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Hispanic-56564410756525-696931
White579742198273189817319
Two or more races<100<0<100<0<100<0
Students with Disabilities-444456135138498494151
Economically Disadvantaged375732547369278787022
English Learners<<<<<100<0<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8857715684781611786722
Female8847616584791611817019
Male8867714785781511756425
American Indian<100<0<<<<<100<0
Asian<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0-929288585042
White8857715785781511796821
Two or more races<<<<<100<0<<<<
Students with Disabilities-303070-434357-363664
Economically Disadvantaged579742148278185686332
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1491779148772135847816
Female8908210169074103848116
Male2191709138370188837517
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Hispanic<<<<<<<<<<<<
White1591769158873125837817
Two or more races<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged9897911127967215827718
English Learners<<<<<<<<<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8766724984751614786422
Female7736727787801315796421
Male107868221082721813776423
American Indian<<<<<100<0<<<<
Black<<<<
Hispanic8585042-77772313695631
White87768231084751615796521
Two or more races<100<0<100<0<<<<
Students with Disabilities-303070-5555452363464
Economically Disadvantaged770633047672246706430
English Learners<<<<<<<<<<<<
Migrant<<<<<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

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362172084641617816419
Female218362171983651715816619
Male218463162285631519816219
American Indian<<<<<<<<<<<<
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic208059201586711417806320
White218463162184631617816419
Two or more races10857515269165914796421
Students with Disabilities648425285446464494451
Economically Disadvantaged177962211479652112766424
English Learners177154291476622414836917
Migrant<100<0<<<<<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11907910138875129847516
Female8898211138370178807220
Male1492778139278810897911
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<100<0
Black<100<0<100<0<100<0
Hispanic7878013<<<<15776223
White1291799138874129857615
Two or more races<<<<<100<0<<<<
Students with Disabilities-606040-505050-434357
Economically Disadvantaged9867814108070208807320
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178568151589741115897411
Female1584691613917891391789
Male198667141786701416877013
American Indian<100<0<100<0
Asian<100<0<100<0
Hispanic137563253188561312100880
White178668141489751114887412
Two or more races<100<0<100<0<<<<
Students with Disabilities-57574356056402656335
Economically Disadvantaged148168191188771213887512
English Learners<<<<<<<<<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137360271469553119735427
Female127159291266553417775923
Male157662241671552922694731
American Indian<<<<<100<0<<<<
Black<<<<
Hispanic-828218-71712919695031
White147460261569543119735427
Two or more races<<<<<<<<<<<<
Students with Disabilities-242476-3232685272373
Economically Disadvantaged10685832558544211625238
English Learners<<<<<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166653457469264625838
Female-48485210625238-454555
Male277752338178197736727
Hispanic<<<<<100<0<<<<
White165643567469264615739
Two or more races<100<0<100<0
Students with Disabilities-252575-363664-333367
Economically Disadvantaged26058403726928-565644
English Learners<<<<<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268660143186551417826418
Female32915893286541416826718
Male198161193086561419816219
American Indian<100<0
Asian<100<0<100<0
Hispanic227250282186641410857515
White268760133186541418816319
Two or more races<100<0<100<0<100<0
Students with Disabilities342395812574543-505050
Economically Disadvantaged197961211878602210776623
English Learners<100<0<<<<<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students41874613349258827815519
Female40894911269367724825818
Male42854315409150929815219
Asian<100<0<100<0
Black<100<0<100<0<100<0
Hispanic488638141810082029714329
White40874713369256827825518
Two or more races<100<0<100<0
Students with Disabilities15543946247349276484252
Economically Disadvantaged328351172689631119775823
English Learners33835017<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

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

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten144130144
Kindergarten297265261
Grade 1296299262
Grade 2285295288
Grade 3274286287
Grade 4300282281
Grade 5276303285
Grade 6291284300
Grade 7291297275
Grade 8299291297
Grade 9287299294
Grade 10310295308
Grade 11272294271
Grade 12268282283
Total Students3,8903,9023,836
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students389039023836
Female187418531849
Male201620491987
American Indian171110
Asian91212
Black202119
Hispanic236246255
White356335683498
Two or more races454442
Students with Disabilities593649644
Not Students with Disabilities329732533192
Economically Disadvantaged222121892099
Not Economically Disadvantaged166917131737
English Learners141125167
Not English Learners374937773669
Migrant151411
Homeless271619
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 StudentsDivision13812623154
State4917234245347693750042233
FemaleDivision79430241
State268261509812453531830807
MaleDivision598321113
State2234619147223158431741426
American IndianDivision<<<<0<
State110112125285
AsianDivision<<<<0<
State44281223901613062
BlackDivision<<<<0<
State78991054014312301411965
HispanicDivision580001
State44244511381851536311
WhiteDivision12811523143
State300171650714345631731798
Two or more racesDivision<<<<<<
State222313111283715989
Students with DisabilitiesDivision1262050
State946530634751091061120
Economically DisadvantagedDivision41722194
State921814810194032821211221
English LearnersDivision<<<<0<
State448206829417117888
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 Students28826692.426993.4155.2
Female12912294.612496.143.1
Male15914490.614591.2116.9
American Indian0<100<10000
Asian0<100<10000
Black0<100<10000
Hispanic141392.91392.900
White26524592.524893.6145.3
Two or more races0<<<<<<
Students with Disabilities342985.32985.3514.7
Economically Disadvantaged12911589.111689.997
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 Taken -17 / 1.5%9 / .77%
Advanced Placement Course Enrollment -20 / 1.76%10 / .85%
Dual Enrollment -527 / 46.35%561 / 47.95%
Governor’s School Enrollment -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
State807635806328
FemaleDivision1279029
State410153155223
MaleDivision1447846
State397482651133
American IndianDivision0<100
State25416635
BlackDivision0<100
State175771162334
HispanicDivision11<100
State7574489435
WhiteDivision24815836
State467653441326
Two or more racesDivision10<100
State3210234527
Students with DisabilitiesDivision16<100
State5864307448
Economically DisadvantagedDivision1165850
State228881345241
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 AssessmentsDivision-2227
 State-39714139
State LicensuresDivision-1914
 State-16731790
Industry CertificationDivision-268261
 State-89541100544
Workplace ReadinessDivision-177223
 State-3366530775
Total Credentials EarnedDivision-486525
 State-128850137248
Students Earning One or More CredentialsDivision-361372
 State-104867109089
CTE CompletersDivision-177194
 State-3929142404
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
2014-20155,950.004,802.00771.00

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
Subgroup2014-20152015-20162016-2017
All Students95.2695.5395.08
Female95.395.5695.12
Male95.2295.595.04
American Indian91.7588.4991.02
Asian96.3196.8296.6
Black90.9593.0294.14
Hispanic95.4995.495.49
White95.2995.5895.08
Two or more races94.0694.4893.08
Students with Disabilities94.8394.9494.29
Economically Disadvantaged94.394.6794.21
English Learners96.4696.2395.9
Migrant94.0491.6191.78
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 Indian0.4480.820.4370.280.282
Asian0.2240.2310.3080.25
Black0.6231.360.5142.820.5380.74
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 Indian0.4480.4370.282
Asian0.2240.2310.308
Black0.6230.5140.538
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 Indian0.4480.4370.282
Asian0.2240.2310.308
Black0.6230.5140.538
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
2014-201544%53%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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