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General school information

Division: Charlotte County Public Schools
Address: 250 Legrande Ave, Suite E Charlotte Court House, VA 23923
Superintendent: Dr. Nancy H. Leonard
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools5
Fully Accredited4
Partially Accredited: Reconstituted School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision778382
 Virginia848586
FemaleDivision838587
 Virginia888989
MaleDivision738178
 Virginia818283
American IndianDivision<
 Virginia788484
BlackDivision768881
 Virginia777979
HispanicDivision<<<
 Virginia767676
WhiteDivision798282
 Virginia898990
Two or more racesDivision100<100
 Virginia898889
Students with DisabilitiesDivision41627
 Virginia525353
Economically DisadvantagedDivision748175
 Virginia747575
English LearnersDivision<<<
 Virginia676767
Gap Group 2Division768881
 Virginia777979
Gap Group 3Division<<<
 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 Students107464261278662212766424
Female117866221684671613806720
Male9716229773652710716129
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<100<0
Black665593576659346666034
Hispanic-50505015604540-595941
White138169191484701615826718
Two or more races346435487466265646036
Students with Disabilities735276563125694282372
Economically Disadvantaged867583387264289696031
English Learners<<<<<<<<<100<0
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14675333971622913736027
Female25694431975662515786322
Male8675833866573411675633
Black1351384935956416565044
Hispanic<<<<<<<<<<<<
White167559251278662218826418
Two or more races<<<<9827318<<<<
Students with Disabilities41511856171183<<<<
Economically Disadvantaged1261493926462369696031
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97163291773562719765624
Female127563253582471815756025
Male5676233768613224765224
Black-606040954464612715929
Hispanic<<<<<<<<<<<<
White147966212283611725815619
Two or more races<<<<<<<<<<<<
Students with Disabilities536326442219781423977
Economically Disadvantaged66358371170593014675333
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147661241974552616665034
Female137663242580552020735327
Male157560251468543213624838
Black8514349156449366514549
Hispanic<<<<<<<<<100<0
White178872122383601721735227
Two or more races<<<<<<<<<<<<
Students with Disabilities6393361-171783-161684
Economically Disadvantaged137259281370573014614739
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8645636127967217676033
Female117363271484701610786822
Male6575143117464265575243
Asian<100<0<100<0<100<0
Black955454596960316554945
Hispanic<<<<<<<<<<<<
White9726328148470169766724
Two or more races<<<<<<<<<<<<
Students with Disabilities930217014331967-212179
Economically Disadvantaged6575243117161296554945
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10746426978692216877113
Female10817119148471162091719
Male11685732472682811827018
Black971622987365278837517
Hispanic<<<<<100<0<<<<
White10776623982731821906910
Two or more races<100<0<<<<<<<<
Students with Disabilities945365510453555-414159
Economically Disadvantaged670643097465269827318
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students769623198071206736727
Female5706530148672147817419
Male868603257570255666134
Black2706830369663110615139
Hispanic<<<<<100<0<<<<
White11766624118473164827818
Two or more races-101090<<<<<<<<
Students with Disabilities7322568-36366410342466
Economically Disadvantaged760534047470268686032
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9948564918894898511
Female10958654949064878213
Male9938473888512491879
Black68983113777423-848416
Hispanic<100<0<100<0<100<0
White1197863596924894866
Two or more races<<<<<100<0<<<<
Students with Disabilities18826418-555545-353565
Economically Disadvantaged990811058984111888712
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 Students178063201683671714786322
Female228766131790731017806320
Male137461261577632312766324
Asian<100<0<<<<<100<0
Black6767024137663248676033
Hispanic9736427<<<<<100<0
White238461161887691320856515
Two or more races12534147<<<<10706030
Students with Disabilities103828621743265711261574
Economically Disadvantaged13736027178064209695931
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137158291476622418664834
Female20806120189174920694931
Male76456361165533515624838
Black27371271172612810504050
Hispanic<<<<<<<<<100<0
White207655241680632024755125
Two or more races<<<<<<<<<<<<
Students with Disabilities33128691717-8310211079
Economically Disadvantaged106354371472582812614939
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1994756189173912877513
Female22997711688721214897511
Male16907410199475610867614
Black892848148066206797321
Hispanic<100<0<100<0<100<0
White249572520947561793767
Two or more races<100<0<100<0<100<0
Students with Disabilities278255181873552712352465
Economically Disadvantaged12907810198970117777023
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 Students127563251582671816846816
Female127866221887691318887012
Male127260281278662215816619
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black7696131774662611776623
Hispanic8736527780732013877313
White157863221987681320896911
Two or more races27270281170593010786922
Students with Disabilities437326354439566484252
Economically Disadvantaged97062301278662213816819
English Learners<<<<<100<0<100<0
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students125948411464503610786822
Female116453361461463913847016
Male12574543136754335716629
Black537326385144493686532
Hispanic<<<<<<<<<<<<
White156954311972532814826818
Two or more races<<<<9645536<<<<
Students with Disabilities4191581611689<<<<
Economically Disadvantaged1055454565448468736527
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217857222179582135845016
Female228462162787601329885912
Male197152291774572640804020
Black22644236759524125805520
Hispanic<<<<<100<0<<<<
White238562153089591142884612
Two or more races<<<<<<<<<<<<
Students with Disabilities936276443733639413259
Economically Disadvantaged147157291476622426775123
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students307545252379562128754725
Female327947213087571331815019
Male287143291571562926714629
Black145946411366533415604540
Hispanic<<<<<100<0<100<0
White388345172989601135824718
Two or more races<<<<<<<<<<<<
Students with Disabilities11221178-2323778282072
Economically Disadvantaged227149292174532622714929
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1880612032956352192718
Female2579542133976333096664
Male12806820309262813897611
Asian<100<0<100<0<100<0
Black11766424119281820866714
Hispanic<100<0<100<0<100<0
White2481571941955452396734
Two or more races<<<<<100<0<<<<
Students with Disabilities3555245197657244706530
Economically Disadvantaged13786622329261819897011
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188366171277652316856915
Female138572151986681418836517
Male22815919669633113877413
Black15857115117262288756725
Hispanic<100<0<100<0<<<<
White20826218128270182092728
Two or more races<100<0<<<<<<<<
Students with Disabilities-45455594738536615639
Economically Disadvantaged13806720127462268777023
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students48379179918298837517
Female28583151110089013877413
Male582771878578154807620
Black286841412928089837417
Hispanic<<<<<100<0<100<0
White68175197938675797421
Two or more races<<<<<<<<<100<0
Students with Disabilities4444156-60604010665534
Economically Disadvantaged2757425108878127857815
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students369673158075202898711
Female27573254888412394916
Male363603767468261848316
Black-57574318179192848216
Hispanic<<<<<<<<<100<0
White476722488072201908910
Two or more races<<<<<<<<<<<<
Students with Disabilities-303070-525248-575743
Economically Disadvantaged162613847773233908710
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students379762158782138837518
Female382791838986113868314
Male4767224784771611806920
Asian<100<0<100<0
Black-787822-7474263747126
White579742179385711907810
Two or more races<<<<<100<0<<<<
Students with Disabilities-252575-626238-292971
Economically Disadvantaged-78782218584153807720
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students671652917957851796784
Female469653125936771898802
Male87365277989121794776
Black-7676241393807896884
Hispanic<<<<<100<0<100<0
White769613118957752195745
Two or more races<<<<<100<0<100<0
Students with Disabilities<100<0<<<<
Economically Disadvantaged76962318948561195845
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 Students87870221186751414877313
Female77669241087771311887712
Male98071201286741417877013
Asian<100<0<100<0<100<0
Black267653347974217797121
Hispanic-616139-7777238100920
White1285731515927781892748
Two or more races4676333-6565355827718
Students with Disabilities-41415915453463444156
Economically Disadvantaged6746926983741710857515
English Learners<100<0<100<0
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19806120209171929815119
Female16826618249268828835517
Male227857221689731131804920
Black35957411381691920674833
Hispanic<<<<<100<0<100<0
White2791649269669434875313
Two or more races<<<<<<<<<<<<
Students with Disabilities-444456-6565358362864
Economically Disadvantaged137663241788711226815519
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students67669249918293797521
Female4676333293917-777723
Male8847516149076107807420
Black-69693168680142605840
Hispanic<<<<<100<0<100<0
White1182711811938274888412
Two or more races-707030<100<0<<<<
Students with Disabilities-464654-757525-434357
Economically Disadvantaged26664347918493737127
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students384811612867414992838
Female383811710837317991839
Male4858115138875121093837
Black-6969313757225-898911
Hispanic<<<<<100<0<100<0
White590851017947761595795
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<-434357-505050
Economically Disadvantaged47975217807420192908
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students56964317888112394916
Female3767424894866-94946
Male85951417827618593887
Black-555545-92928-93937
Hispanic<<<<<100<0
White77669249867714494896
Two or more races<<<<<100<0
Students with Disabilities<100<0<<<<
Economically Disadvantaged7645736897893-96964
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students781741957873222195745
Female577722347773231796804
Male885771577972212493707
Asian<100<0<100<0
Black3706730-72722815877213
Hispanic<<<<<<<<<100<0
White989801198879122398752
Two or more races<<<<-303070<100<0
Students with Disabilities-3333674413759<<<<
Economically Disadvantaged375722547166291293827
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 Students16776123229270822896711
Female15766124189174917897211
Male17786122269266826896411
Asian<<<<<100<0<100<0
Black86961311685691512816919
Hispanic-888813131008703691559
White2182611825957052794676
Two or more races136350371486711411786722
Students with Disabilities343405787264283545146
Economically Disadvantaged127261281989701119856615
English Learners<<<<<100<0
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68883128938571891739
Female287841329189913907610
Male990811015958052293717
Black6837717683781711847316
Hispanic<100<0<100<0<100<0
White6928689968842296754
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<<<<-383862
Economically Disadvantaged3848116109282810877713
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14574343
Female15574343
Male13564444
Black7433657
Hispanic<100<0
White20654535
Two or more races<<<<
Students with Disabilities-171783
Economically Disadvantaged11514049
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7726628109081101792758
Female471682910897911792858
Male1073632710918292592678
Asian<100<0<100<0
Black-63633758783139898011
Hispanic<100<0<100<0<100<0
White1078682213938072093737
Two or more races<<<<-707030<100<0
Students with Disabilities-141486-686832-646436
Economically Disadvantaged469653168781131391789
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-5555457847816793857
Female-45455527876223908610
Male-67673312917991296844
Black-464654-7575253898611
White-595941109080101099881
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged-53534758175197847816
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17816519
Female8756725
Male25876213
Black9827318
Hispanic<<<<
White21816019
Two or more races<100<0
Students with Disabilities<<<<
Economically Disadvantaged6787222
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12877513239471610797021
Female17887112119686413847116
Male787791332925987756825
Black28886122391699-676733
Hispanic<100<0<100<0<100<0
White19886912249471614867314
Two or more races<<<<<100<0<<<<
Students with Disabilities-606040<<<<-323268
Economically Disadvantaged582771821937276767024
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5090401057953855391389
Female4793467569741356893311
Male5388341358923485192418
Black337542254789431137834617
Hispanic<<<<<100<0<100<0
White589739364983326293327
Two or more races<100<0<<<<<100<0
Students with Disabilities76760331873552710675733
Economically Disadvantaged42864514489345749894011
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: 81.29 State: 91.04Division: 83.45 State: 91.28Division: 79.22 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-kindergarten1028996
Kindergarten153161140
Grade 1137158155
Grade 2135127151
Grade 3134128126
Grade 4155141137
Grade 5130152152
Grade 6127131162
Grade 7129125129
Grade 8168136123
Grade 9183180148
Grade 10134155163
Grade 11171139143
Grade 12146146116
Post Graduate100
Total Students2,0051,9681,941
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 Students200519681941
Female966933912
Male103910351029
American Indian544
Asian566
Black597594603
Hispanic494943
Native Hawaiian1
White126712221196
Two or more races819389
Students with Disabilities293272259
Not Students with Disabilities171216961682
Economically Disadvantaged113011951070
Not Economically Disadvantaged875773871
English Learners10610
Not English Learners199519621931
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 StudentsDivision74447490
State4917334246347093350192269
FemaleDivision42211220
State268261510112433531834822
MaleDivision32236270
State2234719145222758031851447
BlackDivision13164020
State79001054014302301415981
HispanicDivision<<<<0<
State44244514381851538310
WhiteDivision56253370
State300171650514315601740817
Two or more racesDivision<<<<0<
State222313111283616089
Students with DisabilitiesDivision076130
State946531134691091067120
Economically DisadvantagedDivision28245450
State921814811194032621251240
HomelessDivision<<<<0<
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 Students13812590.612993.596.5
Female686494.16697.122.9
Male706187.16390710
Black353394.33394.325.7
Hispanic0<<<<00
White948489.48792.677.4
Two or more races0<100<10000
Students with Disabilities171376.51482.4317.6
Economically Disadvantaged665786.46192.457.6
Homeless0<100<10000
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 Taken23 / 3.63%2 / .32%2 / .35%
Advanced Placement Course Enrollment36 / 5.68%2 / .32%2 / .35%
Dual Enrollment223 / 35.17%172 / 27.74%142 / 24.91%
Governor’s School Enrollment18 / 2.84%18 / 2.9%22 / 3.86%
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 StudentsDivision14110625
State807645806228
FemaleDivision756316
State410163155223
MaleDivision664335
State397482651033
BlackDivision453816
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision916627
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision0<100
State5865307548
Economically DisadvantagedDivision584424
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 AssessmentsDivision---
 State502439714139
State LicensuresDivision-75
 State90516731790
Industry CertificationDivision314231341
 State6932189541100544
Workplace ReadinessDivision32714
 State283493366530775
Total Credentials EarnedDivision346245360
 State103599128850137248
Students Earning One or More CredentialsDivision248203294
 State86257104867109089
CTE CompletersDivision77140111
 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 Students2935411.4%
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
61.864.166.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20132,594.007,620.001,554.00
2013-20142,310.007,958.001,102.00
2014-20152,186.008,556.001,105.00

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 Students18431163955168114162751622200639116591484485
Female882521926815643331791962435798661732
Male9616420298667729448311043956861822753
American Indian0000000000000000
Asian0000000000000000
Black59632913523451515501612024522501023
Hispanic45306363184142644423
Native Hawaiian000000000000
White1124752834105083434899811938591007902754
Two or more races6952162103474143275354
Students with Disabilities27126101222224912210311223205271131
Economically Disadvantaged106095313294696525692914348599051123559
English Learners121059003000011100
Homeless000000000000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students94.5593.8294.4
Female94.6694.1494.74
Male94.4593.5394.1
American Indian98.1394.0693.99
Asian96.0895.3297.51
Black95.3794.4694.67
Hispanic92.5493.4694.41
Native Hawaiian99.2590
White94.2893.5194.33
Two or more races93.3893.8493.37
Students with Disabilities93.7192.2291.67
Economically Disadvantaged93.7993.3593.63
English Learners93.297.0896.9
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 Offenses<
Technology Offenses<
Offenses Against Student13
Offenses Against Staff<
Weapons Offenses<
Property Offenses11
All Other Offenses<
Other Offenses Against Persons21
Disorderly or Disruptive Behavior Offenses99
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.249.203.206
Asian.249.305.309
Black29.77638.6130.18339.131.06644.6
Hispanic2.444.992.492.562.2153.6
Native Hawaiian.05
White63.19256.4462.09355.1361.61844.6
Two or more races4.043.964.7263.214.5857.19
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.249.203.206
Asian.249.305.309
Black29.7765030.18336.3631.06640
Hispanic2.4442.492.215
Native Hawaiian.05
White63.1925062.09363.6461.61860
Two or more races4.044.7264.585
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.249.203.206
Asian.249.305.309
Black29.7765030.18331.066100
Hispanic2.4442.492.215
Native Hawaiian.05
White63.1925062.09310061.618
Two or more races4.044.7264.585
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 Students57.1457.6655.96
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students55.7753.0853.58
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 Students71.4266.964.74
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 13.59 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 7.12 : 1

student 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
Provisional7%3%
Provisional Special Education0%3%
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 Schools2%2%6%
High Poverty-4%3%
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
2013-201453%43%2%2%
2014-201553%45%1%1%
2015-201650%48%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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