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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
Accredited9

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 SubgroupType2014-20152015-20162016-2017
All StudentsDivision787680
 Virginia858687
FemaleDivision868385
 Virginia898990
MaleDivision717175
 Virginia828384
AsianDivision543555
 Virginia909293
BlackDivision736372
 Virginia797981
HispanicDivision648559
 Virginia767675
WhiteDivision919293
 Virginia899091
Two or more racesDivision<6992
 Virginia888989
Students with DisabilitiesDivision404041
 Virginia535354
Economically DisadvantagedDivision686266
 Virginia757578
English LearnersDivision4446
 Virginia676762
Gap Group 2Division736372
 Virginia797981
Gap Group 3Division648559
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247754232276542421755425
Female268054202578532223785522
Male227553251973542719735327
American Indian<100<0<100<0<<<<
Asian288254183680432025755025
Black560544045754434575343
Hispanic127563251174632614735927
White429351739915293792558
Two or more races247753232378552223765324
Students with Disabilities835266594233586393361
Economically Disadvantaged865573586254388595141
English Learners156954311566513414685432
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268357172071512922735127
Female288254182173522724775323
Male248461161969503120695031
Asian18947664279372139874813
Black1069593145247488534547
Hispanic19937471076662425734827
White41925083387531329906110
Two or more races196748332679532132633237
Students with Disabilities15493351133623649423358
Economically Disadvantaged10766524855474510524248
English Learners16968042273512720654535
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267852222579552124765224
Female308151192683581726795321
Male227553252476522421725128
American Indian<100<0<<<<
Asian257550252982531835764124
Black764573646359372605740
Hispanic136855321385721512766324
White47954754488451244904610
Two or more races328453162182611837794221
Students with Disabilities11312069145642446342866
Economically Disadvantaged1168583267165298595141
English Learners167357271082721815756025
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students346834322568433220705030
Female336936313372392821735327
Male356733331764473619684832
Asian39672833437633247474053
Black945365544844524534847
Hispanic15634837136855329696031
White608929115490361040874713
Two or more races357540251971522919816219
Students with Disabilities1024157683325675383362
Economically Disadvantaged1247365395446463555245
English Learners1655394515675233-626238
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197657242771452921745326
Female218261182974452623745126
Male177154292569443119745526
Asian338350174483391721745326
Black460564044743535514749
Hispanic-7070301061523910776723
White359156947914394499551
Two or more races146450362575502520806020
Students with Disabilities534296633432668372963
Economically Disadvantaged4615739135138498605240
English Learners105343471250385012746226
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227754232382591821755325
Female278154193086571421725128
Male187254281778622222785622
Asian409050104188471233835017
Black459554126966315514649
Hispanic22785622373702717816419
White409252842975533591579
Two or more races228967112569443124765324
Students with Disabilities83122696514649-393961
Economically Disadvantaged8665834771642912594741
English Learners206040401357434323795621
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167559252068493221715029
Female117766232375522523735027
Male197353271662453818695031
Asian338350176482181820654535
Black355524544844522555245
Hispanic57570251567523311503950
White3094656318554154194526
Two or more races15776223217958218675833
Students with Disabilities3333167731246910403060
Economically Disadvantaged559544185042507534647
English Learners295021503545105514382462
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20826218168974111794776
Female24856215178871121998792
Male17786222149176913887512
Asian7867914-68683210100900
Black164633628078202888612
Hispanic-696931138774131194836
White409858326977232896684
Two or more races258358172193717<100<0
Students with Disabilities642365813635038<<<<
Economically Disadvantaged372692838279183908610
English Learners-727228-6262387100930
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247247282273512732815019
Female267447262779522133845216
Male227048301666503430784722
Asian10534348770633019816219
Black354514635552458645636
Hispanic116655342072522819745526
Native Hawaiian<100<0<100<0
White4891429418949115094446
Two or more races217252283286541440854515
Students with Disabilities3363464628227215493451
Economically Disadvantaged254524665852428625438
English Learners-272773-49495110554545
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students266539352067473316695331
Female246743332574482617725528
Male286436361561463915665034
Asian20604040<<<<12715929
Black445415544844524514749
Hispanic11635337206444364504650
White569034103585491532895811
Two or more races236238382684581618735527
Students with Disabilities3151285727207310322368
Economically Disadvantaged545415554741534494551
English Learners---100-1717833423958
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23755325237755234894476
Female28785022288455164695495
Male19735527177054305094446
Asian75043505736827<100<0
Black2615939261583915857015
Hispanic11685732217959213396634
White449147945934876697323
Two or more races19816319<<<<<100<0
Students with Disabilities2525048429257130100700
Economically Disadvantaged1605840666603416887213
English Learners-353565-606040<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197758231977592318755725
Female207858221980612019785822
Male177558251975562516725628
American Indian<100<0<100<0<<<<
Asian18927382584591622896811
Black560554046157393555245
Hispanic1681641997768239756625
Native Hawaiian<100<0<100<0<<<<
White3289571134925883391589
Two or more races237653242278562223755225
Students with Disabilities739316174437566393361
Economically Disadvantaged767603356660345615639
English Learners1180692097566257736627
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217957212176552417735627
Female207555252079592117796221
Male238259182172512818685032
Asian218463162679532129835417
Black460564046057402454355
Hispanic158066201580652013736027
White35905510388851122895665
Two or more races327947212184631626744726
Students with Disabilities1355424593930615433857
Economically Disadvantaged767603346258383524948
English Learners68276181280672011635237
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388749132885571525775123
Female438844122586601425795421
Male338654143185541526754825
American Indian<100<0<<<<
Asian438643144488441328835617
Black1577622377164296595341
Hispanic32845216159176915766124
White619736345945064291499
Two or more races378953113781441953893711
Students with Disabilities95041501464503612352365
Economically Disadvantaged18826418108069207605440
English Learners31875613148873129746526
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1864473686052409625238
Female22674433106252388655835
Male12614939758514211584742
Asian241007601369563117584242
Black648425244945514494551
Hispanic2274522675648447645736
White327240282080612014786422
Two or more races25755025675692517705230
Students with Disabilities1021107993526653302870
Economically Disadvantaged1159484155348477524548
English Learners1884661666559357605340
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208363172179582119785922
Female228866122079592120806020
Male198061202278562218775823
Asian-10010004310057022896711
Black669643115856433615839
Hispanic1690741038784133837917
White389254840915294395515
Two or more races137563252070503013806720
Students with Disabilities8453755639336113402860
Economically Disadvantaged474702666761333676333
English Learners384811610907910691859
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106555351873552725613739
Female96858321481671931613039
Male106252382266443418624438
Asian-878713786791427100730
Black24038604565244-333367
Hispanic10716229-52524810615239
White19856615409555553822918
Two or more races106050401663473731623138
Students with Disabilities62317776332767-292971
Economically Disadvantaged248465225856425454055
English Learners4484452-5555456655935
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6736727576712411786722
Female7756825781741913816919
Male672662847368279766724
Asian<<<<179275829100710
Black2636137-565644-656535
Hispanic6827618480762013776523
White14897611119383723886512
Two or more races<<<<<<<<-92928
Students with Disabilities-424258-4747536474153
Economically Disadvantaged2686632-6666345726628
English Learners-575743576712413766324
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12786522148167199786922
Female16816519168468169827418
Male9756625127967219736527
Asian25946962910071012100880
Black163623837068301595841
Hispanic9918394787422-878713
Native Hawaiian<100<0<<<<
White218867122589641116907310
Two or more races2369463114937979554545
Students with Disabilities-41415935653442393661
Economically Disadvantaged369663167671242706930
English Learners99183997465262868414
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167559251672562817816419
Female137966211973542720826218
Male186951311371572914806620
Asian12948261668523211897911
Black354514615150492636137
Hispanic12806820137563253797621
White299263830916193193627
Two or more races176750332067473317755825
Students with Disabilities-303070-2323774353165
Economically Disadvantaged264623635450464676333
English Learners-80802046358383787522
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962213090601033835117
Female18786022309364737844716
Male158166193087571327835617
Asian18100820<<<<2793677
Black363603810827318-555545
Hispanic206040401981621929865714
White2284631639955754792468
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged6686232128270186676133
English Learners13877313175842427676033
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197455261772552816745726
Female187557251773562716745826
Male207453261671552916735727
Asian96758331365533512715929
Black354504635249482524948
Hispanic874662696960317716329
Native Hawaiian<100<0<100<0<100<0
White379357733925983192618
Two or more races197859221983641719755625
Students with Disabilities536316433330673383562
Economically Disadvantaged257554335552453565344
English Learners456514434643543575443
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students347238282567423324674333
Female277143293067373319674833
Male417332272167463328673933
Asian267953212359364120604040
Black1148375264538555443956
Hispanic146955311665483511615039
White61892811559440644874213
Two or more races378953112382591832825018
Students with Disabilities1034246662519755353065
Economically Disadvantaged855474594941517494251
English Learners1368553365044508574943
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students757504365852428625338
Female247455355651448554845
Male1063533766054409685932
Asian-606040<<<<6716529
Black1403960-4545551363564
Hispanic-62623845248484545046
White26926681479652119897011
Two or more races<<<<138067208686032
Students with Disabilities-24247622927713322868
Economically Disadvantaged-434357-414159-424258
English Learners-404060-5595-434357
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127663242380562020826218
Female137865221885661522846216
Male117362272974452618816319
Asian-565644663563822785622
Black160594065752432595741
Hispanic-68683213816919892858
White279467639955653496634
Two or more races-838317<100<020806020
Students with Disabilities34643546332867-383863
Economically Disadvantaged161613936158393656235
English Learners-50505044844524696531
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26906510157763233192618
Female2593687157762233094646
Male278861121477632334895511
Asian810092013877313<100<0
Black4747026-5252488756825
Hispanic2392698-58584218100820
White349662425936874396534
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged2787622257554310827218
English Learners<<<<6676133<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14725728107767237746826
Female16725628147864229786922
Male1372592867670245716629
Asian<<<<12766524-686832
Black-5151491636237-616139
Hispanic586811447975212767324
White349561524947061691759
Two or more races1070603098273189645536
Students with Disabilities-323268-3030705474253
Economically Disadvantaged1565544-6868321656435
English Learners-414159-616139-636337
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288052202881531926825518
Female277953212780532025825818
Male298152193082531828815319
Asian287647242784571631865614
Black863543796455368645636
Hispanic198566152080602015826718
Native Hawaiian<100<0<100<0<100<0
White469549545944964395525
Two or more races277952213688511228835517
Students with Disabilities637316364539559554645
Economically Disadvantaged8665834116857329695931
English Learners157055301468543212726128
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187961212486631421836217
Female138168191783661722876513
Male237754233090601019785922
Asian18644536-8686144716729
Black159584157367276696331
Hispanic-757525128169197867914
White349763338955753996574
Two or more races<<<<43100570<<<<
Students with Disabilities-3131697676033-535347
Economically Disadvantaged263613777770237746626
English Learners747405378073206696431
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268762132683571721826118
Female288658142584591622836117
Male248965112681561920826118
Asian3310067040100600<100<0
Black678722286960319675833
Hispanic229170924947161392798
White509646442925083694596
Two or more races<<<<33925887807320
Students with Disabilities-40406063933613595641
Economically Disadvantaged12816819127664247706430
English Learners1894766187153295797421
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157661241282701817826418
Female15715629980702017826418
Male158166191685691517816419
Asian1268563278679143192628
Black352484815957412605740
Hispanic5777323986771415857015
White249369722977532795675
Two or more races30603040<<<<14867114
Students with Disabilities10392961-4040603454155
Economically Disadvantaged358554246864326696331
English Learners7675933669633110817119
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students53100470479951153100470
Female48100530429856246100540
Male631003805510045063100380
Asian<100<0<100<0<100<0
Black<100<01493797<100<0
Hispanic<100<0<100<0<100<0
White601004006010040053100470
Two or more races<100<0<100<0<100<0
Economically Disadvantaged<100<0-909010<100<0
English Learners<100<0<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students317444262472482824765324
Female307443262774472625744926
Male317544252271492923795621
Asian20604040<<<<41884712
Black857494365549452626038
Hispanic20806020166448367645736
White6193327428845124492488
Two or more races237754232184631633673333
Students with Disabilities-262674-36366410534347
Economically Disadvantaged459544165752435615639
English Learners8312369-3333676554845
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students468236184676302439794021
Female438138194975262531794821
Male498233184478342246793321
Asian5988291247742626<100<0
Black236340372059404116594241
Hispanic32926084077372324815719
White719524581961546392298
Two or more races408545155582271841894811
Students with Disabilities144733531236246414503650
Economically Disadvantaged176952312463393715675133
English Learners288658143070403019785822
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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 86.35 State: 90.38Division: State:Division: State:

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

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

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten245230214
Kindergarten394397408
Grade 1414410405
Grade 2428404408
Grade 3358412378
Grade 4330349407
Grade 5286295327
Grade 6253275284
Grade 7249254265
Grade 8260253260
Grade 9328352342
Grade 10282294305
Grade 11290254261
Grade 12265299265
Total Students4,3824,4784,529
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 Subgroups

2017 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
Subgroup2015-20162016-20172017-2018
All Students438244784529
Female216221582221
Male222023202308
American Indian985
Asian283286299
Black158816001564
Hispanic475545542
Native Hawaiian111
White174317661825
Two or more races283272293
Students with Disabilities574568587
Not Students with Disabilities380839103942
Economically Disadvantaged254525632517
Not Economically Disadvantaged183719152012
English Learners520624629
Not English Learners386238543900
Migrant14
Homeless194856
Military Connected354748
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 2017: 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 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision157115116198
State4978334420271095854971970
FemaleDivision78492273
State27214151999363331873682
MaleDivision796694125
State2256919221177462536241288
American IndianDivision<<<<0<
State123127114274
AsianDivision9102031
State45731128821711553
BlackDivision265672104
State79241059810702211500849
HispanicDivision12150150
State47504926292891961258
WhiteDivision104282212
State299871610511585831716709
Two or more racesDivision640101
State23641473934417494
Students with DisabilitiesDivision32011161
State1022603527101341172104
Economically DisadvantagedDivision358395187
State959515820159443026401137
English LearnersDivision7222091
State1518329526534162581
HomelessDivision<<<<0<
State203616882523657
Military ConnectedDivision<<<<0<
State175295542122029
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 Students31628389.628991.5196
Female14112991.513192.975
Male1751548815890.3126.9
American Indian0<100<10000
Asian2521842184312
Black1058984.89186.7109.5
Hispanic332781.82884.8515.2
White13913496.413697.81.7
Two or more races121083.31191.700
Students with Disabilities4234813583.3614.3
Economically Disadvantaged15712780.913284.11811.5
English Learners413175.63175.6922
Homeless0<<<<00
Military Connected0<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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken411 / 34.86%418 / 35.94%442 / 36.96%
Advanced Placement Course Enrollment416 / 35.28%422 / 36.29%449 / 37.54%
Dual Enrollment142 / 12.04%157 / 13.5%193 / 16.14%
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

2014-2015 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.

2014-2015 FGI cohort year (students entering high school in 2011)
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 StudentsDivision23316828
State800275758028
FemaleDivision1188726
State404623112723
MaleDivision1158130
State395652645333
AsianDivision0<100
State5267459213
BlackDivision684238
State171681128234
HispanicDivision171135
State8078522135
WhiteDivision13210421
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision201050
State5663303146
Economically DisadvantagedDivision935541
State224071294742
English LearnersDivision131023
State5212340435
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
2014-20152015-20162016-2017
NOCTI AssessmentsDivision--2
 State397141393623
State LicensuresDivision737
 State167317901964
Industry CertificationDivision35494258
 State89541100544109590
Workplace ReadinessDivision12113200
 State336653077542313
Total Credentials EarnedDivision54610467
 State128850137248157490
Students Earning One or More CredentialsDivision36530427
 State104867109089126113
CTE CompletersDivision367569
 State392914240440516
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
64.664.165.1

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
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

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
2013-201410,435.003,350.001,127.00
2014-201510,965.003,629.00980.00
2015-201611,227.003,766.001,094.00

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
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 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
2013-20142014-20152015-20162016-2017
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 Students3970181731023818252119181387527611518141932296767
Female1976782954187011867871904129678320461053629
Male19941034448194813452941971147489821471243138
American Indian0000000000000000
Asian2619712481161226718272761402
Black1416973655137011161841330129538514131134035
Hispanic38916193992016114382981751619710
Native Hawaiian0000000000000000
White1703482029157390305316009242491733651615
Two or more races19310882202062023589212501545
Students with Disabilities507361620498451247501511744559321012
Economically Disadvantaged2009139586520891829014821352068715321551625456
English Learners53119712498221424558327206543179
Homeless76979781021669121118771058
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.994.9995.79
Female94.9994.8995.89
Male94.8195.0995.69
American Indian93.5688.1291.97
Asian95.1595.6196.49
Black94.4194.3395.24
Hispanic95.5695.6295.77
Native Hawaiian91.0588.9791.91
White95.2995.4696.22
Two or more races93.8994.0995.35
Students with Disabilities93.8693.694.87
Economically Disadvantaged94.0894.195.15
English Learners95.3695.6196.08
Migrant88.7189.09
Foster Care93.7
Military Connected93.4295.89
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

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses28
Offenses Against Student21
Offenses Against Staff<
Weapons Offenses13
Property Offenses<
Other Offenses Against Persons123
Disorderly or Disruptive Behavior Offenses66
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
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2070.860.2060.320.179
Asian6.4971.436.4660.646.3970.9
Black37.427036.28169.1135.78670.27
Hispanic10.4453.7110.8527.3212.199.46
Native Hawaiian0.0230.0230.022
White39.3251239.82210.5139.49913.06
Two or more races6.084126.46612.16.0846.31
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
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2070.2060.179
Asian6.4976.4666.397
Black37.4236.28135.786100
Hispanic10.44510.85212.19
Native Hawaiian0.0230.0230.022
White39.32539.82239.499
Two or more races6.0846.4666.084
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
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2070.2060.179
Asian6.4976.4666.397
Black37.4236.28135.786
Hispanic10.44510.85212.19
Native Hawaiian0.0230.0230.022
White39.32539.82239.499
Two or more races6.0846.4666.084
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students54.5253.653.06
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students53.1949.350.15
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
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students76.6676.4177.75
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

2015-2016 Grades K-7 Student Teacher Ratio: 11.14 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 8.25 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%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
 2014-20152015-20162016-2017
Division
All Schools-1%-
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%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: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201534%63%2%1%
2015-201635%62%2%1%
2016-201734%64%2%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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