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General school information

Division: Chesapeake City Public Schools
Address: 312 Cedar Rd Chesapeake, VA 23322
Superintendent: Dr. James T. Roberts
Region: 2
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 Schools45
Fully Accredited34
Accreditation Denied1
Partially Accredited: Approaching Benchmark-Pass Rate2
Partially Accredited: Warned School-Pass Rate3
Partially Accredited: Reconstituted School4
Partially Accredited: Improving School-Pass Rate [1]1

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 StudentsDivision888887
 Virginia848586
FemaleDivision929290
 Virginia888989
MaleDivision858584
 Virginia818283
American IndianDivision93100<
 Virginia788484
AsianDivision918799
 Virginia909092
BlackDivision818281
 Virginia777979
HispanicDivision888786
 Virginia767676
Native HawaiianDivision100<100
 Virginia868992
WhiteDivision919290
 Virginia898990
Two or more racesDivision959093
 Virginia898889
Students with DisabilitiesDivision565855
 Virginia525353
Economically DisadvantagedDivision767776
 Virginia747575
English LearnersDivision796874
 Virginia676767
Gap Group 2Division818281
 Virginia777979
Gap Group 3Division888786
 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 Students157661241881631916816519
Female177963212184641618856715
Male137360271578632214786422
American Indian963543777770239817219
Asian228664142889611125906410
Black763563797061308706230
Hispanic147461261880622015816619
Native Hawaiian1280682011928187837617
White198464162387651321886712
Two or more races167963211985651518856715
Students with Disabilities841335984638549484052
Economically Disadvantaged760534096759338696131
English Learners96253381163523714685432
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146955312175542514766224
Female167458262479552114796521
Male126452361770523013725928
American Indian<<<<<<<<<<<<
Asian248459162685591519866714
Black7544746126350376635737
Hispanic106858322275532510776723
Native Hawaiian<100<0<<<<<<<<
White197859222682561819836417
Two or more races157055302176552415776223
Students with Disabilities93930611042315810493951
Economically Disadvantaged7564944106252387645736
English Learners116756331964453612715929
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187355272179592117765924
Female207554252484591620816119
Male167256281776582414715729
American Indian<<<<20100800<100<0
Asian248460162790631020876713
Black10584842106959319645636
Hispanic227150292075552519765824
Native Hawaiian<<<<<100<0<<<<
White228260182786591422836117
Two or more races227755232282601818796221
Students with Disabilities104434561046375411443456
Economically Disadvantaged10574743116757337655835
English Learners106151391368553223735027
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217351272380572024825818
Female257854222583571726845816
Male186749332077572322805820
American Indian<<<<<<<<<<<<
Asian238057203586511430905910
Black125746431369573113715829
Hispanic177153292381581918816319
Native Hawaiian<100<0<100<0<100<0
White278154192886581431885712
Two or more races277650242682561827855815
Students with Disabilities114130591249375111534247
Economically Disadvantaged135845421267553312715929
English Learners115948411164533619695031
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127361271879612121806020
Female147864222284631623846116
Male106858321575592519775823
American Indian8585042<<<<-808020
Asian2482581824936973892548
Black65953411065553511695831
Hispanic117060301679632121826118
Native Hawaiian<<<<<100<030906010
White168266182488641226866014
Two or more races117463262184631620836317
Students with Disabilities532266894536559443656
Economically Disadvantaged6585242962543810675633
English Learners9635437561553911635237
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177761232484591615857015
Female208161192988591219886912
Male147460262079602112827018
American Indian<<<<8696231<<<<
Asian23886512488638142294726
Black7645736127361278736527
Hispanic178063202684591615857015
Native Hawaiian<<<<<100<0<<<<
White23856215329058102092728
Two or more races17776023259167915887312
Students with Disabilities638316284638547534547
Economically Disadvantaged7605440117261288726528
English Learners967583386456366655835
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87265281178672212786622
Female87567251381681915836817
Male77063301076662410746426
American Indian-404060<<<<10807020
Asian13907710189172927865914
Black458554256560355645936
Hispanic57468261375632514776323
Native Hawaiian-83831718826418<100<0
White108070201587721315867114
Two or more races97869221281701917887112
Students with Disabilities631266963731637362964
Economically Disadvantaged457544346157396625638
English Learners353504733432665474253
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13927988908210991829
Female14927889918291193837
Male129180979083108908210
American Indian<100<0<100<0-909010
Asian229270818957751992738
Black485811528482163858215
Hispanic128977117898211891829
Native Hawaiian<100<0<100<0<<<<
White189677411948261396834
Two or more races15988328968841195845
Students with Disabilities666603435956417635637
Economically Disadvantaged482791828381183837917
English Learners3646136-7474264716729
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 Students207959212183621721826118
Female258459162587631326876213
Male167458261879622117776023
American Indian12726028681751910716229
Asian29875813369458636895311
Black9675833974652610736327
Hispanic217958212082621821826118
Native Hawaiian158065201495815892838
White278659142889601128886012
Two or more races248358172486621423866314
Students with Disabilities643375764740538473953
Economically Disadvantaged963533787163298696131
English Learners1067573386557354656135
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177558252077582317755825
Female218261182484601622826018
Male126856321571562912695731
American Indian10605040<<<<-505050
Asian29885912339360735885312
Black86355371167563311645436
Hispanic187760231975562521745426
Native Hawaiian-7373271592778<100<0
White218260182584601620826218
Two or more races238058202275542517826518
Students with Disabilities532276883628646352965
Economically Disadvantaged861523986354378605240
English Learners964553685749435494451
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228865122389661125896411
Female26896311259065102992638
Male198667142087671322866414
American Indian<<<<<<<<1891739
Asian3391589399556538905210
Black8787022781731910817119
Hispanic258863122288661222906910
Native Hawaiian<100<0<100<0<<<<
White309363732936173694586
Two or more races279265826967043191619
Students with Disabilities556514455954419615239
Economically Disadvantaged773662778072207787122
English Learners264623697264284777423
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 Students148065201685681516856815
Female148167191787701317877013
Male147863221683671716836617
American Indian5767124168064207746726
Asian309262833946163194636
Black669623187769238766924
Hispanic147965211685691515857015
Native Hawaiian88476162290671014897511
White188667142189681121906810
Two or more races158268181788711219866714
Students with Disabilities849415195647449574943
Economically Disadvantaged767603387567258746626
English Learners157459261776592418796121
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127058301373602716786222
Female117058301374602615796421
Male127058301372592817776023
American Indian<<<<<<<<<<<<
Asian308959111987681328906110
Black755474586153399685932
Hispanic86860321675592513786522
Native Hawaiian<<<<<<<<<<<<
White147864221680642020846416
Two or more races107363271273612721816119
Students with Disabilities84133591046375412534047
Economically Disadvantaged7585142760534010685832
English Learners147258281367543320795921
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268356172887591327845716
Female258459162888601227855815
Male278254182886581427835517
American Indian<<<<30906010<<<<
Asian499344749954654396534
Black137258281579642114735927
Hispanic288355172586611426876113
Native Hawaiian<100<0<100<0<<<<
White33885612359156934905610
Two or more races268458162889611131804920
Students with Disabilities135542451457434313604640
Economically Disadvantaged137157291778612215756025
English Learners317847222882541825886312
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257652242881531926805520
Female257954212884561627825518
Male247450262979502124795421
American Indian<<<<<<<<<<<<
Asian3687511354944064194536
Black146349371568533213685632
Hispanic217554253184531617775923
Native Hawaiian<100<0<<<<<<<<
White318453163488541233875413
Two or more races278053203084541629815119
Students with Disabilities154732531252404811493851
Economically Disadvantaged156247381769523112675433
English Learners206343372976472426714629
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students573682788476167837617
Female577722378679147878013
Male569643188274187807220
American Indian-585842<<<<<100<0
Asian885771516947861793767
Black466623467872225787322
Hispanic5696331118574155827718
Native Hawaiian<<<<<100<0<<<<
White679732198779139877813
Two or more races378752248985115858015
Students with Disabilities644385695849427605340
Economically Disadvantaged464613657671246787222
English Learners365623597667246696331
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students873642787870225756925
Female975662598374176777223
Male871632987466265726728
American Indian<<<<10706030<<<<
Asian298960112986571412897711
Black560554056965315635937
Hispanic675682577568255767124
Native Hawaiian<<<<<100<0<<<<
White10817019108474165827618
Two or more races10756625128371177807320
Students with Disabilities739326174437566423658
Economically Disadvantaged459554156762335585442
English Learners137663241270583010605040
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117665241283711710827218
Female127968211486721410867614
Male10736327118069209786922
American Indian10605040<<<<<<<<
Asian2296744329563525906610
Black465613567569255726728
Hispanic10766624108473169817219
Native Hawaiian<<<<<<<<<100<0
White158367171687711312887612
Two or more races88072201185741510877713
Students with Disabilities736296484840526453955
Economically Disadvantaged464603667266284706630
English Learners12726128863553712726028
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7878013792858994856
Female89082107948761095855
Male78578157908310892848
American Indian8100920<100<015856915
Asian209777322987622698722
Black28179193898611392898
Hispanic88679146948761096864
Native Hawaiian<100<0<<<<-909010
White99081109938471295835
Two or more races99182106948861592778
Students with Disabilities162613827472262848216
Economically Disadvantaged37976213898611491879
English Learners1085751598677146888212
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1288761215937871692758
Female1289771114927881692768
Male1287751315937871791749
American Indian-100100018826418<100<0
Asian2797693311006903699631
Black379772148682145847916
Hispanic1388741214917791894766
Native Hawaiian<<<<27100730<<<<
White169377719967642396734
Two or more races1585711521967541494806
Students with Disabilities368663237672243767324
Economically Disadvantaged379762168781135827718
English Learners14867214208868129898111
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2288661231946263294616
Female2088671231946363194636
Male2388651231936173494606
American Indian<100<0<100<0<100<0
Asian389456641995714396524
Black77871221488741215887312
Hispanic2588631226946862691659
Native Hawaiian<100<0<100<018100820
White279264840965544197553
Two or more races209272827966943595605
Students with Disabilities8787122138874122091709
Economically Disadvantaged67771231187761315887212
English Learners1882641817977933097673
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 Students178467161787701320886812
Female158468161587721318897111
Male198465161987681322886612
American Indian128573151276632411847316
Asian309363729946563194636
Black669643157570257787122
Hispanic158368171688711219866714
Native Hawaiian982741829390716877113
White239268824946962894666
Two or more races19897011189072102392698
Students with Disabilities756494466054408615339
Economically Disadvantaged768623267468268776923
English Learners13736027770633013685532
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187658242384611631855315
Female167659242083631730865614
Male207656242585591533845116
American Indian<<<<<<<<<<<<
Asian2887591339955554992438
Black8554745969603115745926
Hispanic147662242388651227825518
Native Hawaiian<100<0<100<0<<<<
White2487631330926284091519
Two or more races218260182685581538864914
Students with Disabilities115342471164523613584542
Economically Disadvantaged95849421070603015735827
English Learners106353371474602627704330
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148066201585711515857115
Female117968211386731413867314
Male188163191685691516846816
American Indian20806020<<<<10807020
Asian259368727956852692668
Black565613557469266736727
Hispanic148167191382691816846816
Native Hawaiian-676733-91919<100<0
White2189681120927282092728
Two or more races15857015179073101593787
Students with Disabilities646405445248488544646
Economically Disadvantaged565603547167296746726
English Learners864563656459362545246
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148571151788711218907210
Female138471161690741016907410
Male158570151886681420896911
American Indian1792758973642717836717
Asian259470627946762494706
Black270683057873225817619
Hispanic10827218148774131791749
Native Hawaiian<<<<<100<010908010
White229372725957052795685
Two or more races149177922916891894776
Students with Disabilities354514636057404656135
Economically Disadvantaged467643347672245797421
English Learners864563667064306716529
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209373721937272493697
Female199375717927582191709
Male219371725947062895675
American Indian<100<0<100<0<100<0
Asian379760335996413597633
Black586811478679149877813
Hispanic16897311199475620896911
Native Hawaiian<100<0<<<<<100<0
White259671428966843196654
Two or more races199374710958552892648
Students with Disabilities2727028158570151298862
Economically Disadvantaged7867914887791310877713
English Learners2291709-78782217796321
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138875121286741414907610
Female11877713985761512907810
Male158874121587731316897311
American Indian89283810605040991829
Asian2597723168974112195745
Black375722537472263807720
Hispanic148975111489761115846916
Native Hawaiian<<<<-90901010807020
White189577519947662297753
Two or more races169579512927981695805
Students with Disabilities261603925957412646236
Economically Disadvantaged374702637370274787422
English Learners584791636764333666334
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 Students3589541129916293191609
Female3289571125916692791649
Male3990511033925983591569
American Indian228261182389661120836317
Asian519645445965145097473
Black208161191584701616856915
Hispanic35895411309262831905910
Native Hawaiian4186451429946662293717
White449450637955853995565
Two or more races389254834946063593577
Students with Disabilities176750331570553012695731
Economically Disadvantaged208059201583681716826618
English Learners328352172284621626805420
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2490671019927382391689
Female178972111590761019907110
Male309262824937072892648
American Indian<<<<2010080010100900
Asian299768337986124696504
Black10827218885771510847416
Hispanic23896611179175922906810
Native Hawaiian<<<<<100<0<<<<
White319563526957053195645
Two or more races279669423987422894656
Students with Disabilities965563576861325676133
Economically Disadvantaged978692278275189837317
English Learners6837717167458269736427
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5491379
Female50903910
Male5892348
American Indian<<<<
Asian7296244
Black36844816
Hispanic50893911
Native Hawaiian<<<<
White6595305
Two or more races55893511
Students with Disabilities20664634
Economically Disadvantaged33824918
English Learners44884412
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24896511259065102791659
Female21896911219069102391689
Male2889611130916193091619
American Indian793867307040309827318
Asian479952133956254795485
Black118170191283711713847016
Hispanic2692668299363727886112
Native Hawaiian<<<<209070109827318
White319362733956153596624
Two or more races329361733946163093647
Students with Disabilities8686032106959316706430
Economically Disadvantaged107969211381681911807020
English Learners198466161585701517725528
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students279265826956953294626
Female1889711119947562492688
Male379559535976234196564
American Indian<<<<<100<0<<<<
Asian519746347975034599531
Black10857515129280814907610
Hispanic2389661126967043895575
Native Hawaiian<100<0<<<<<100<0
White349561532976534096564
Two or more races289264832976533795585
Students with Disabilities208969112287651324846016
Economically Disadvantaged11847316119281816877213
English Learners23775423179275824896511
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<<<<<100<0
Female<100<0<100<0<100<0
Male<100<0<<<<<100<0
Black<100<0<<<<<100<0
Hispanic<100<0<100<0<100<0
White<100<0<100<0<100<0
Economically Disadvantaged<100<0<<<<<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students39905110
Female33895511
Male44904610
American Indian20705030
Asian5699431
Black23846116
Hispanic43874413
Native Hawaiian60802020
White4893467
Two or more races4491489
Students with Disabilities15614739
Economically Disadvantaged22826018
English Learners29784822
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228360172488641222886512
Female218362172389651120896811
Male238259182588631224876213
American Indian9645536<<<<20806020
Asian3789521136935673796594
Black107160291180692011816919
Hispanic208363172587621319876913
Native Hawaiian<<<<<100<0<100<0
White3090611032946262991629
Two or more races238461162690651022896711
Students with Disabilities544395675952415575243
Economically Disadvantaged11685732117766239776823
English Learners197657241176652415725728
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students549238852924085392408
Female549339750934375092428
Male559137953913895593387
American Indian<<<<<<<<<<<<
Asian649834371982727398252
Black348349173284521634865314
Hispanic5490361052944265291409
Native Hawaiian<100<0<100<0<100<0
White659732362963346296344
Two or more races589739355933875993347
Students with Disabilities307646242573482723745126
Economically Disadvantaged338351172884561632845316
English Learners48843616419150948904210
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: 91.29 State: 91.04Division: 92.3 State: 91.28Division: 91.56 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-kindergarten755738726
Kindergarten2,4892,4662,432
Grade 12,9782,8102,802
Grade 22,8852,9892,867
Grade 32,8272,9043,002
Grade 42,9342,8513,005
Grade 52,8962,9962,918
Grade 63,0642,9703,093
Grade 73,0843,0903,088
Grade 83,1783,1163,130
Grade 93,4073,5873,497
Grade 103,4303,4553,517
Grade 112,8692,8772,957
Grade 122,9412,8582,909
Total Students39,73739,70739,943
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 Students397373970739943
Female193801934519489
Male203572036220454
American Indian120141124
Asian105410991107
Black132661315813057
Hispanic284430083161
Native Hawaiian758896
White198941972719776
Two or more races248424862622
Students with Disabilities642964606429
Not Students with Disabilities333083324733514
Economically Disadvantaged142661458014766
Not Economically Disadvantaged254712512725177
English Learners99110361109
Not English Learners387463867138834
Homeless407273
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 StudentsDivision178910151723611658
State4917334246347093350192269
FemaleDivision96546253144819
State268261510112433531834822
MaleDivision824553119226839
State2234719145222758031851447
American IndianDivision531110
State110111115287
AsianDivision79140010
State44281224891612962
BlackDivision45042192105634
State79001054014302301415981
HispanicDivision1286810186
State44244514381851538310
Native HawaiianDivision<<<<<<
State71410193
WhiteDivision101444564234416
State300171650514315601740817
Two or more racesDivision109635151
State222313111283616089
Students with DisabilitiesDivision381831725291
State946531134691091067120
Economically DisadvantagedDivision3253919784439
State921814811194032621251240
English LearnersDivision9172020
State448207029417117888
HomelessDivision094022
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 Students3186297693.4301894.71163.6
Female1561148094.8149896483.1
Male1625149692.1152093.5684.2
American Indian11981.81090.919.1
Asian949398.99398.911.1
Black106396390.697791.9565.3
Hispanic22120693.220894.183.6
Native Hawaiian0<<<<<<
White1606152394.8154796.3442.7
Two or more races18417796.217896.752.7
Students with Disabilities42839391.839893296.8
Economically Disadvantaged90481389.982491.2444.9
English Learners302893.32893.326.7
Homeless171376.51376.5211.8
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 Taken1,299 / 10.27%1,614 / 12.63%1,493 / 11.59%
Advanced Placement Course Enrollment2,131 / 16.85%2,020 / 15.81%2,255 / 17.51%
Dual Enrollment243 / 1.92%225 / 1.76%292 / 2.27%
Governor’s School Enrollment79 / .62%79 / .62%85 / .66%
IB Course Enrollment197 / 1.56%222 / 1.74%226 / 1.75%
Senior Enrolled in IB Program46 / .36%50 / .39%53 / .41%
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 StudentsDivision2785209925
State807645806228
FemaleDivision1449117319
State410163155223
MaleDivision133692631
State397482651033
American IndianDivision0<100
State25416635
AsianDivision665517
State5269454514
BlackDivision87860831
State175771162334
HispanicDivision15912124
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision1470114422
State467663441226
Two or more racesDivision19715919
State3210234527
Students with DisabilitiesDivision22313141
State5865307548
Economically DisadvantagedDivision63940636
State228881345141
English LearnersDivision281836
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 AssessmentsDivision643128
 State502439714139
State LicensuresDivision354154
 State90516731790
Industry CertificationDivision305735973845
 State6932189541100544
Workplace ReadinessDivision767703664
 State283493366530775
Total Credentials EarnedDivision392343724591
 State103599128850137248
Students Earning One or More CredentialsDivision342237063967
 State86257104867109089
CTE CompletersDivision155315251335
 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 Students15622302171874.6%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students14482228168275.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students15722447185075.6%
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
69.469.969.9

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
2012-20134,497.005,090.00888.00
2013-20144,764.005,216.00712.00
2014-20154,682.005,353.00775.00

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 Students388151725556720388551600511768386491698614823386271820679914
Female18981873241328190187522333731896176726737918933816329411
Male198348523153921983784827839519688931347444196941004350503
American Indian12691210710141246021091024
Asian10612756106618281120186311291724
Black13049616207298131315862162791302163023331312812660297384
Hispanic25941163642281812044592957134465930201605668
Native Hawaiian72521734328223499402
White19383848270325191927822203711893279528638718920841285397
Two or more races2530104354624688025452413113405525381283755
Students with Disabilities5729422139157572339912213958273661581276514471208285
Economically Disadvantaged134309753283721403598333547612320828300223145041028440572
English Learners926441013105646152311494618211170592531
Homeless94221316110191516183331527135352544
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 Students96.2395.9195.9
Female96.2495.9795.96
Male96.2295.8695.84
American Indian94.6595.1694.8
Asian97.5797.3597.52
Black96.3796.1995.97
Hispanic95.9695.6995.63
Native Hawaiian94.7395.795.44
White96.0995.795.79
Two or more races96.4395.8396.04
Students with Disabilities95.3895.2295.04
Economically Disadvantaged95.3195.0695
English Learners96.3396.295.98
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 Offenses220
Technology Offenses472
Offenses Against Student337
Offenses Against Staff73
Weapons Offenses70
Property Offenses190
All Other Offenses213
Other Offenses Against Persons1,477
Disorderly or Disruptive Behavior Offenses3,489
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.302.28.355.4.31.42
Asian2.652.582.768.772.771.52
Black33.38562.3333.13862.7232.68963.18
Hispanic7.1574.717.5755.77.9145.9
Native Hawaiian.189.28.222.22.24.18
White50.06426.8849.68124.6949.51124.6
Two or more races6.2514.966.2615.516.5645.21
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.302.355.311.61
Asian2.6522.7682.632.771
Black33.3855033.13852.6332.68962.9
Hispanic7.15711.367.5755.267.9149.68
Native Hawaiian.189.222.24
White50.06429.5549.68139.4749.51124.19
Two or more races6.2519.096.2616.5641.61
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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.302.355.31
Asian2.6522.7682.7711.89
Black33.38543.7533.13856.6732.68958.49
Hispanic7.1576.257.5756.677.9145.66
Native Hawaiian.189.222.24
White50.06431.2549.6813049.51130.19
Two or more races6.25118.756.2616.676.5643.77
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 Students34.5634.8134.05
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 Students46.3945.7947.65
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 Students72.7372.7972.89
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

Teacher Quality

.

Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 13.8 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 13.72 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional Special Education1%1%
Provisional1%1%
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 Schools---
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
2013-201433%63%1%3%
2014-201534%62%1%3%
2015-201634%61%1%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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