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General school information

Division: Charlottesville City Public Schools
Address: 1562 Dairy Rd Charlottesville, VA 22903-1304
Superintendent: Dr. Rosa S. Atkins
Region: 5
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 Accredited7
Partially Accredited: Approaching Benchmark-Pass Rate2

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 StudentsDivision757876
 Virginia848586
FemaleDivision808683
 Virginia888989
MaleDivision717171
 Virginia818283
American IndianDivision100<
 Virginia788484
AsianDivision735435
 Virginia909092
BlackDivision687363
 Virginia777979
HispanicDivision486485
 Virginia767676
WhiteDivision839192
 Virginia898990
Two or more racesDivision<<69
 Virginia898889
Students with DisabilitiesDivision284040
 Virginia525353
Economically DisadvantagedDivision716862
 Virginia747575
English LearnersDivision584446
 Virginia676767
Gap Group 2Division687363
 Virginia777979
Gap Group 3Division486485
 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 Students207352272477542322765424
Female247752232680542025785322
Male166852322275532519735427
American Indian<100<0<100<0<100<0
Asian207757232882541836804320
Black552474856054404575443
Hispanic116857321275632511746326
White369155942935173991529
Two or more races207655242477532323785522
Students with Disabilities833256783526659423358
Economically Disadvantaged757504386557358625438
English Learners116250381569543115665134
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257449262683571720715129
Female278053202882541821735227
Male226745332484611619695031
American Indian<100<0<100<0<100<0
Asian32794721189476642793721
Black6524648106959314524748
Hispanic13604740199374710766624
White4493497419250833875313
Two or more races168974111967483326795321
Students with Disabilities214424561549335113362364
Economically Disadvantaged11615039107665248554745
English Learners19695031169680422735127
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227149292678522225795521
Female277144293081511926835817
Male177255282275532524765224
Asian117867222575502529825318
Black551464976457364635937
Hispanic106152391368553213857215
White41894811479547544884512
Two or more races207555253284531621826118
Students with Disabilities23533651131206914564244
Economically Disadvantaged10544446116858326716529
English Learners76760331673572710827218
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227249283468343225684332
Female237451263369363133723928
Male227048303567333317644736
Asian57570253967283343763324
Black548435294536554484452
Hispanic105948411563483713685532
White40935276089291154903610
Two or more races458236183575402519715229
Students with Disabilities5292471102415768332567
Economically Disadvantaged4575343124736539544646
English Learners76053401655394515675233
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students236340371976572427714529
Female307141292182611829744526
Male175639441771542925694431
Asian508030203383501744833917
Black840326046056404474353
Hispanic19695031-70703010615239
White4085451535915694791439
Two or more races166347371464503625755025
Students with Disabilities1023137753429663343266
Economically Disadvantaged9463754461573913513849
English Learners185032501053434712503850
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217453262277542323825918
Female247955212781541930865714
Male187052301872542817786222
Asian337542254090501041884712
Black454494645955412696631
Hispanic-868614227856223737027
White399354740925284297553
Two or more races256742332289671125694431
Students with Disabilities628227283122696514649
Economically Disadvantaged660554086658347716429
English Learners175033502060404013574343
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146854321675592520684932
Female207353271177662323755225
Male76154391973532716624538
Asian217957213383501764821818
Black445415535552454484452
Hispanic16644836575702515675233
White2492688309465631855415
Two or more races108070201577622321795821
Students with Disabilities1024147633331677312469
Economically Disadvantaged652464855954418504250
English Learners175438462950215035451055
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148471162082621816897411
Female188668142485621517887112
Male9837317177862221491769
Asian67671247867914-686832
Black272702816463362807820
Hispanic6898311-69693113877413
White249470640985832697723
Two or more races<<<<258358172193717
Students with Disabilities3494651642365813635038
Economically Disadvantaged273712737269283827918
English Learners-727228-727228-626238
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 Students267044302472472822735127
Female297648242674472627795221
Male236341372270483016665034
Asian21593841105343487706330
Black450455035451463555245
Hispanic176447361166553420725228
White46904410489142941894911
Two or more races216241382172522832865414
Students with Disabilities422187833634646282272
Economically Disadvantaged653474725452466585242
English Learners4464254-272773-494951
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students216746332665393520674733
Female277851222467433325744826
Male135441462864363615614639
Asian1070603020604040<<<<
Black648425244541554484452
Hispanic217150291163533720644436
White408848125690341035854915
Two or more races107060302362383826845816
Students with Disabilities71478631512857272073
Economically Disadvantaged854474654541555474153
English Learners-505050---100-171783
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297445262375532523775523
Female307848222878502228845516
Male287143291973552717705430
Asian1644285675043505736827
Black356524426159392615839
Hispanic217655241168573221795921
White529443644914794593487
Two or more races2653264719816319<<<<
Students with Disabilities428257225250484292571
Economically Disadvantaged458554216058406666034
English Learners-454555-353565-606040
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 Students197555251977582319775923
Female207756232078582219806120
Male187354271775582519755625
American Indian<<<<<100<0<100<0
Asian22826018189273825845916
Black556514456055404615739
Hispanic12756225168164199776823
Native Hawaiian<100<0<100<0<100<0
White3491569328957113492588
Two or more races177457262376532422785622
Students with Disabilities736296473931617443756
Economically Disadvantaged762563876760335666034
English Learners11736227118069209756625
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247147292179572121765524
Female267550252075552520795921
Male236643342382591821725128
American Indian<100<0<100<0<100<0
Asian328250182184631626795321
Black447435346056404605740
Hispanic106353371580662015806520
White46934873590551038885112
Two or more races156045403279472121846316
Students with Disabilities12352465135542459393061
Economically Disadvantaged955474576760334625838
English Learners13826918682761812806720
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students378245183887491328855715
Female358045204388441225866014
Male408545153386541431855415
Asian50944464386431444884413
Black11635237157762237716429
Hispanic26845816328452161591769
White609434661973634594506
Two or more races389052103789531137814419
Students with Disabilities12584742950415014645036
Economically Disadvantaged187153291882641810806920
English Learners338957113187561314887312
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11625138186447368605240
Female146551352267443310625238
Male8605240126149397585142
Asian236238382410076013695631
Black348455364842524494551
Hispanic19634437227452267564844
White188264183272402820806120
Two or more races<<<<257550256756925
Students with Disabilities3191781102110799352665
Economically Disadvantaged9524448115948415534847
English Learners15513649188466166655935
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457262083631721795821
Female177255282288661220795921
Male167559251980612022785622
Asian29795021-100100043100570
Black959504166964311585643
Hispanic12847216169074103878413
White2587621338925484091529
Two or more races127159291375632520705030
Students with Disabilities831246984537556393361
Economically Disadvantaged764573647470266676133
English Learners9675833384811610907910
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186648341065553518735527
Female18685032968583214816719
Male176346371062523822664434
Asian36642736-8787137867914
Black337356324038604565244
Hispanic675692510716229-525248
White3593577198566154095555
Two or more races98273181060504016634737
Students with Disabilities323207762317776332767
Economically Disadvantaged344415624846522585642
English Learners73629644484452-555545
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students973642767367275767124
Female1485711577568257817419
Male563583767266284736827
Asian<<<<<<<<1792758
Black46359372636137-565644
Hispanic-88881268276184807620
White20856515148976111193837
Two or more races<<<<<<<<<<<<
Students with Disabilities10453555-424258-474753
Economically Disadvantaged56661342686632-666634
English Learners-696931-5757435767124
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127664241278652214816719
Female118070201681651916846816
Male13725828975662512796721
American Indian<100<0
Asian3888512259469629100710
Black360574016362383706830
Hispanic107666249918394787422
White238966112188671225896411
Two or more races6756925236946311493797
Students with Disabilities-424258-4141593565344
Economically Disadvantaged271692936966316767124
English Learners28583159918399746526
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137461261675592516725628
Female157560251379662119735427
Male127462261869513113715729
American Indian<<<<
Asian892838129482616685232
Black151504935451461515049
Hispanic58075201280682013756325
White2490661029926383091619
Two or more races157762231767503320674733
Students with Disabilities3262374-303070-232377
Economically Disadvantaged363613726462363545046
English Learners4757125-8080204635838
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288759131779622130906010
Female30845416187860223093647
Male259065101581661930875713
Asian1580652018100820<<<<
Black5787222363603810827318
Hispanic116150392060404019816219
White4397543228463163995575
Two or more races<<<<<<<<<<<<
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged5726728668623212827018
English Learners-6767331387731317584242
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 Students207857221974552617725528
Female217857221875572517735627
Male207757232074532616715529
American Indian<<<<<<<<<<<<
Asian15695431967583313655335
Black259574135450463524948
Hispanic1278662287466269696031
White399556537935773392598
Two or more races188062201978592219836417
Students with Disabilities841335953631643333067
Economically Disadvantaged563593725755433555245
English Learners560564045651443464354
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students317141293472382825674233
Female317140292771432930673733
Male307242284173322721674633
Asian358045202679532123593641
Black7433657114837526453855
Hispanic76659341469553116654835
White5594406618928115594406
Two or more races276436363789531123825918
Students with Disabilities11322168103424666251975
Economically Disadvantaged1153424785547459494151
English Learners11584742136855336504450
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1055464575750436585242
Female751444924745535565144
Male12594741106353376605440
Asian<<<<-606040<<<<
Black-4242581403960-454555
Hispanic5686432-6262384524848
White35855015269266814796521
Two or more races<<<<<<<<13806720
Students with Disabilities-303070-2424762292771
Economically Disadvantaged-424258-434357-414159
English Learners-212179-404060-5595
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248662141276632423805620
Female278962111378652218856615
Male218261181173622729744526
American Indian<<<<<<<<
Asian12736227-5656446635638
Black-68683216059406575243
Hispanic6827618-68683213816919
White399758327946763995565
Two or more races33835017-838317<100<0
Students with Disabilities-29297134643546332867
Economically Disadvantaged475712516161393615839
English Learners-676733-5050504484452
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268762132690651015776323
Female23896611259368715776223
Male308656142788611214776323
Asian27100730810092013877313
Black47067304747026-525248
Hispanic188264182392698-585842
White409656434966242593687
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged776692427876222575543
English Learners<<<<<<<<6676133
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127664241472572810776723
Female127361271672562814786422
Male13806720137259286767024
American Indian<100<0
Asian-525248<<<<12766524
Black-666634-5151491636237
Hispanic199273858681144797521
White279164934956152494706
Two or more races17786122107060309827318
Students with Disabilities14533947-323268-303070
Economically Disadvantaged26766331565544-686832
English Learners2605740-414159-616139
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 Students348349172880522028815319
Female348248182779532127805320
Male348450162981521930825318
American Indian<<<<<<<<<100<0
Asian307546252876472427845716
Black1370563086354379645536
Hispanic278558151985661520806020
Native Hawaiian<100<0<100<0<100<0
White539642446954954594496
Two or more races377639242779522136885112
Students with Disabilities748415263731636453955
Economically Disadvantaged16745726866583411685732
English Learners187153291570553014685432
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118271181879612124866314
Female98172191381681917836617
Male138470162377542330906010
American Indian<<<<<<<<<100<0
Asian548435218644536-868614
Black376722415958415736727
Hispanic-707030-75752512816919
White199576534976333895575
Two or more races<<<<<<<<43100570
Students with Disabilities-545446-3131697676033
Economically Disadvantaged373702726361377777023
English Learners-48485274740537807320
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students46803420
Female51802920
Male41803820
American Indian<100<0
Asian40703030
Black25694431
Hispanic40844416
White7192228
Two or more races42682632
Students with Disabilities12473553
Economically Disadvantaged26694431
English Learners11594841
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208161192687621326835717
Female177760232886581425845916
Male228462162489651126815619
American Indian<100<0
Asian208767133310067040100600
Black464593667872228696031
Hispanic-86861422917092494716
White349359750964644292508
Two or more races33754225<<<<3392588
Students with Disabilities5454055-4040606393361
Economically Disadvantaged47167291281681912766424
English Learners4817719189476618715329
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157560251576612412827018
Female10736327157156299807020
Male227857221581661916856915
Asian23775423126856327867914
Black454504635248481595741
Hispanic883751757773239867714
White249368724936972297753
Two or more races<<<<30603040<<<<
Students with Disabilities-37376310392961-404060
Economically Disadvantaged866583435855424686432
English Learners973642776759336696331
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students46100540531004704799511
Female38100620481005304298562
Male551004506310038055100450
Asian<100<0<100<0<100<0
Black8100920<100<01493797
Hispanic<100<0<100<0<100<0
White561004406010040060100400
Two or more races<100<0<100<0<100<0
Economically Disadvantaged13100880<100<0-909010
English Learners<100<0<100<0<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students41824118
Female38824418
Male43823818
Asian20705030
Black18664734
Hispanic35855015
White6598332
Two or more races50833317
Students with Disabilities5302470
Economically Disadvantaged15695431
English Learners17614439
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students398445163174442624724828
Female448541153074432627744726
Male348249183175442522714929
Asian2164433620604040<<<<
Black1376632485749436554945
Hispanic32926082080602016644836
White7495215619332742884512
Two or more races<<<<2377542321846316
Students with Disabilities-323268-262674-363664
Economically Disadvantaged1877592345954416575243
English Learners137563258312369-333367
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students548834124682361846763024
Female528634144381381949752625
Male558934114982331844783422
Asian658015205988291247742626
Black247653242363403720594041
Hispanic41864514329260840773723
White799920171952458196154
Two or more races558227184085451555822718
Students with Disabilities146147391447335312362464
Economically Disadvantaged338047201769523124633937
English Learners407636242886581430704030
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: 87.9 State: 91.04Division: 84.31 State: 91.28Division: 86.35 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-kindergarten255255245
Kindergarten445420394
Grade 1401435414
Grade 2371382428
Grade 3331333358
Grade 4302315330
Grade 5263273286
Grade 6280255252
Grade 7247270248
Grade 8242239259
Grade 9355312328
Grade 10296343281
Grade 11268240290
Grade 12284284264
Total Students4,3404,3564,377
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 Students434043564377
Female213121422161
Male220922142216
American Indian1099
Asian291283283
Black161716301588
Hispanic420455475
Native Hawaiian111
White176817131738
Two or more races233265283
Students with Disabilities596583573
Not Students with Disabilities374437733804
Economically Disadvantaged224024972544
Not Economically Disadvantaged210018591833
English Learners547572520
Not English Learners379337843857
Migrant11
Homeless365419
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 StudentsDivision12997192216
State4917334246347093350192269
FemaleDivision764952112
State268261510112433531834822
MaleDivision5348140104
State2234719145222758031851447
American IndianDivision<<<<<<
State110111115287
AsianDivision951060
State44281224891612962
BlackDivision244715183
State79001054014302301415981
HispanicDivision480022
State44244514381851538310
WhiteDivision87313131
State300171650514315601740817
Two or more racesDivision560010
State222313111283616089
Students with DisabilitiesDivision01819040
State946531134691091067120
Economically DisadvantagedDivision3072172186
State921814811194032621251240
English LearnersDivision272090
State448207029417117888
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 Students27424589.424790.1217.7
Female14513089.713291117.6
Male12911589.111589.1107.8
American Indian0<<<<<<
Asian211571.41571.4628.6
Black988687.88788.888.2
Hispanic1612751275212.5
White1261219612296.832.4
Two or more races121191.71191.718.3
Students with Disabilities413790.23790.249.8
Economically Disadvantaged14511982.112183.41812.4
English Learners2011551155945
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 Taken415 / 34.5%411 / 34.86%418 / 35.94%
Advanced Placement Course Enrollment420 / 34.91%416 / 35.28%422 / 36.29%
Dual Enrollment135 / 11.22%142 / 12.04%157 / 13.5%
Governor’s School Enrollment - - -
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 StudentsDivision22815831
State807645806228
FemaleDivision1279525
State410163155223
MaleDivision1016338
State397482651033
AsianDivision151220
State5269454514
BlackDivision915243
State175771162334
HispanicDivision0<100
State7574489435
WhiteDivision1148724
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision14<100
State5865307548
Economically DisadvantagedDivision955839
State228881345141
English LearnersDivision181517
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 AssessmentsDivision4--
 State502439714139
State LicensuresDivision173
 State90516731790
Industry CertificationDivision22735494
 State6932189541100544
Workplace ReadinessDivision8412113
 State283493366530775
Total Credentials EarnedDivision31654610
 State103599128850137248
Students Earning One or More CredentialsDivision28236530
 State86257104867109089
CTE CompletersDivision583675
 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 Students40891468074.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students39489362469.9%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students41396267069.6%
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
64.964.664.1

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
2012-201310,806.003,205.001,434.00
2013-201410,435.003,350.001,127.00
2014-201510,965.003,629.00980.00

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 Students3876218847739701817310238182521191813875276115181
Female194589453519767829541870118678719041296783
Male19311293942199410344481948134529419711474898
American Indian10000000000000000
Asian265620261971248116122671827
Black1420118384114169736551370111618413301295385
Hispanic33720103389161939920161143829817
Native Hawaiian0000000000000000
White1669623022170348202915739030531600924249
Two or more races174124111931088220206202358921
Students with Disabilities512472218507361620498451247501511744
Economically Disadvantaged1996169645720091395865208918290148213520687153
English Learners51920435311971249822142455832720
Homeless6676576979781021669121118
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.8294.994.99
Female95.9894.9994.89
Male95.6694.8195.09
American Indian93.8293.5688.12
Asian96.4895.1595.61
Black95.2594.4194.33
Hispanic96.1995.5695.62
Native Hawaiian96.1891.0588.97
White96.2695.2995.46
Two or more races94.8193.8994.09
Students with Disabilities94.8593.8693.6
Economically Disadvantaged95.0994.0894.1
English Learners96.1395.3695.61
Migrant97.3788.71
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 Offenses24
Technology Offenses<
Offenses Against Student36
Offenses Against Staff14
Weapons Offenses<
Property Offenses17
All Other Offenses<
Other Offenses Against Persons131
Disorderly or Disruptive Behavior Offenses126
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.231.38.207.86.206.32
Asian6.7051.036.4971.436.466.64
Black37.25876.2137.427036.28169.11
Hispanic9.6773.4510.4453.7110.8527.32
Native Hawaiian.023.023.023
White40.7379.6639.3251239.70810.51
Two or more races5.3698.286.084126.46612.1
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.23.207.206
Asian6.7056.4976.466
Black37.25837.4236.281
Hispanic9.67710.44510.852
Native Hawaiian.023.023.023
White40.73739.32539.708
Two or more races5.3696.0846.466
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.23.207.206
Asian6.7056.4976.466
Black37.25837.4236.281
Hispanic9.67710.44510.852
Native Hawaiian.023.023.023
White40.73739.32539.708
Two or more races5.3696.0846.466
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students52.9254.5253.6
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 Students50.4153.1949.3
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 Students77.6376.6676.41
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

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 11.53 : 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 icon

2014-2015 Grades 8-12 Student Teacher Ratio: 9.04 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional6%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%-2%
High Poverty---
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201436%61%2%1%
2014-201534%63%2%1%
2015-201636%62%2%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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