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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 Accredited38
Accreditation Denied1
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Pass Rate2
Partially Accredited: Reconstituted School3

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 StudentsDivision888788
 Virginia858687
FemaleDivision929091
 Virginia898990
MaleDivision858484
 Virginia828384
American IndianDivision100<73
 Virginia848481
AsianDivision879999
 Virginia909293
BlackDivision828182
 Virginia797981
HispanicDivision878686
 Virginia767675
Native HawaiianDivision<100<
 Virginia899292
WhiteDivision929090
 Virginia899091
Two or more racesDivision909392
 Virginia888989
Students with DisabilitiesDivision585549
 Virginia535354
Economically DisadvantagedDivision777678
 Virginia757578
English LearnersDivision6874
 Virginia676762
Gap Group 2Division828182
 Virginia797981
Gap Group 3Division878686
 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 Students188163191681651917826518
Female218464161885671519856615
Male157863221478642215786422
American Indian7777023981721916806420
Asian288961112590641028906210
Black970613087062309716329
Hispanic188062201581661915826718
Native Hawaiian1192818783761711847316
White238765132188671222886612
Two or more races198565151885671518866714
Students with Disabilities846385494840529483952
Economically Disadvantaged967593386961318696131
English Learners116352371468543215735827
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217554251476622417755825
Female247955211479652119796021
Male177052301372592815715629
American Indian<<<<<<<<<<<<
Asian268559151986671428855715
Black1263503766357378615339
Hispanic227553251077672318806220
Native Hawaiian<<<<<<<<<100<0
White268256181983641722825918
Two or more races217655241577622318826418
Students with Disabilities104231581049395111443356
Economically Disadvantaged1062523876457369645436
English Learners196445361271592918806220
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217959211776592423815819
Female248459162081611924835917
Male177658241471572921785722
American Indian20100800<100<0<100<0
Asian279063102087671334875313
Black10695931964563613725928
Hispanic207555251976582417806320
Native Hawaiian<100<0<<<<<<<<
White278659142283611729855715
Two or more races228260181879622124866214
Students with Disabilities104637541144345613523948
Economically Disadvantaged11675733765583514725828
English Learners136855322373502722765424
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238057202482581821785822
Female258357172684581624835917
Male207757232280582017745726
American Indian<<<<<<<<<<<<
Asian358651143090591029875813
Black136957311371582910685732
Hispanic238158191881631917806320
Native Hawaiian<100<0<100<0<<<<
White288658143188571228855815
Two or more races268256182785581523775423
Students with Disabilities124937511153424710463654
Economically Disadvantaged12675533127159298665834
English Learners116453361969503114695531
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187961212180602020816119
Female228463162384611622846316
Male157559251977582318786022
American Indian<<<<-808020<<<<
Asian249369738925483494606
Black106555351169583110705930
Hispanic167963212182611815776223
Native Hawaiian<100<030906010<100<0
White248864122686601426876113
Two or more races218463162083631718866814
Students with Disabilities945365594436569443556
Economically Disadvantaged96254381067563310665734
English Learners56155391163523718715329
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248459161585701517876913
Female298859121988691221906910
Male207960211282701814836917
American Indian8696231<<<<18735527
Asian4886381422947263196654
Black12736127873652710806920
Hispanic268459161585701517887012
Native Hawaiian<100<0<<<<<<<<
White32905810209272821906910
Two or more races25916791588731217897211
Students with Disabilities846385475345477524448
Economically Disadvantaged1172612887265288756725
English Learners8645636665583511776623
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117867221278662214796521
Female138168191583681717836617
Male107666241074642612756425
American Indian<<<<10807020<<<<
Asian18917292786591426886212
Black565603556459367645736
Hispanic137563251477632315816619
Native Hawaiian18826418<100<08837517
White158772131586711418876913
Two or more races128170191788711217846716
Students with Disabilities637316373629648413359
Economically Disadvantaged461573966256386645836
English Learners334326654742536655935
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students89082109918298908210
Female9918291193837891849
Male790831089082107898111
American Indian<100<0-909010<<<<
Asian189577519927381392808
Black284821638582153838017
Hispanic78982118918297908310
Native Hawaiian<100<0<<<<<100<0
White119482613968341195845
Two or more races8968841195845993847
Students with Disabilities359564176356374615739
Economically Disadvantaged283811838379173797721
English Learners-74742647167295635837
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 Students218362172182611824835917
Female258763132687621329885812
Male187962211777602320806020
American Indian68175191071622913635038
Asian3694586368953114692468
Black97465261073632712736227
Hispanic208262182182611824835917
Native Hawaiian149581589283838763824
White288960112888601232905810
Two or more races248662142386631428865814
Students with Disabilities647405384739538504250
Economically Disadvantaged8716329869613110716129
English Learners8655735465613514675433
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207758231775582522775623
Female248460162282601829835517
Male157156291269573115725728
American Indian<<<<-505050<<<<
Asian33936073588531240894811
Black116756331164543612645336
Hispanic197556252174542622785722
Native Hawaiian1592778<100<042753325
White258460162082621827855815
Two or more races227554251782651824805620
Students with Disabilities836286463529657403360
Economically Disadvantaged8635437860524011635237
English Learners8574943549445115695431
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238966112589641127896211
Female2590651029926383092628
Male208767132286641424876313
American Indian<<<<1891739<<<<
Asian3995565389052105195445
Black78173191081711912816919
Hispanic228866122290691026896311
Native Hawaiian<100<0<<<<<<<<
White329361736945863695585
Two or more races269670431916193292608
Students with Disabilities559544196152399615339
Economically Disadvantaged7807220778712210796921
English Learners9726428477742311655435
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 Students168568151685681515847016
Female178770131787701315877213
Male168367171683661715826718
American Indian16806420774672615846916
Asian339461631946363393607
Black877692387669247766924
Hispanic168569151585701514847016
Native Hawaiian229067101489751121876513
White218968112190681019897011
Two or more races178871121986671417877013
Students with Disabilities956474495749438554745
Economically Disadvantaged875672587466267746726
English Learners177659241879612115796421
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137360271678622216786222
Female137460261579642115806620
Male137259281777602317765924
American Indian<<<<<<<<<<<<
Asian19876813289061103694586
Black861533996859326645836
Hispanic167559251378652216806420
Native Hawaiian<<<<<<<<<<<<
White168064202084641621856415
Two or more races127361272181611918876913
Students with Disabilities10463754125340479473853
Economically Disadvantaged7605340106858327655835
English Learners136754332079592114826818
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288759132784571623835917
Female288860122785581521836217
Male288658142783551725825718
American Indian30906010<<<<<100<0
Asian4995465439653442884612
Black157964211473592713746126
Hispanic258661142687611318816419
Native Hawaiian<100<0<<<<<<<<
White35915693490561030885812
Two or more races288961113180492026855915
Students with Disabilities145743431360464012574543
Economically Disadvantaged177861221575602512726028
English Learners288254182588631223805620
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288153192680552021785622
Female288456162782551822805820
Male297950212479542121755425
American Indian<<<<<<<<<<<<
Asian549440641945363992538
Black15685332136856329645536
Hispanic318453161777592322795621
Native Hawaiian<<<<<<<<<<<<
White348854123387541328865814
Two or more races308454162981511926765024
Students with Disabilities125240481149385111503850
Economically Disadvantaged17695231126754338645636
English Learners297647242671462919735427
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students884761678376175837817
Female786791478780136868114
Male882741878072205807520
American Indian<<<<<100<0<<<<
Asian1694786179376719907110
Black678722257873224777423
Hispanic1185741558277188827418
Native Hawaiian<100<0<<<<<100<0
White987791398778136888212
Two or more races489851158580158867814
Students with Disabilities958494276053407564944
Economically Disadvantaged576712467872224757125
English Learners9766724669633113786523
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students878702257569255746926
Female983741767772236787322
Male874662657267285716629
American Indian10706030<<<<10706030
Asian298657141289771120896911
Black569653156359374656135
Hispanic775682557671244736927
Native Hawaiian<100<0<<<<<<<<
White1084741658276185817519
Two or more races1283711778073206787222
Students with Disabilities744375664236587393261
Economically Disadvantaged567623355854424615739
English Learners12705830106050405676233
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128371171082721811847416
Female148672141086761411877613
Male11806920978692210827218
American Indian<<<<<<<<<<<<
Asian3295635259066103193627
Black675692557267286756925
Hispanic1084731698172199857615
Native Hawaiian<<<<<100<036100640
White168771131288761213897611
Two or more races118574151087771310908010
Students with Disabilities848405264539557484152
Economically Disadvantaged672662847066307726628
English Learners86355371272602813816819
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students792858994856893857
Female7948761095855994866
Male7908310892848892858
American Indian<100<015856915<100<0
Asian229876226987222495725
Black38986113928982888612
Hispanic6948761096864594896
Native Hawaiian<<<<-909010<100<0
White99384712958351196854
Two or more races6948861592778795885
Students with Disabilities274722628482162797721
Economically Disadvantaged38986114918792898711
English Learners986771468882121392798
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students159378716927581592778
Female149278816927681693777
Male159378717917491591769
American Indian18826418<100<030906010
Asian3110069036996313498642
Black486821458479165868114
Hispanic149177918947661391789
Native Hawaiian27100730<<<<<100<0
White199676423967342096764
Two or more races219675414948062894666
Students with Disabilities376722437673244726828
Economically Disadvantaged687811358277186847816
English Learners2088681298981119817219
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students319462632946162893657
Female319463631946362895675
Male319361734946062991639
American Indian<100<0<100<0<<<<
Asian419957143965244899511
Black148874121588731212907810
Hispanic269468626916592794676
Native Hawaiian<100<018100820<<<<
White409655441975533895585
Two or more races279669435956052694686
Students with Disabilities13887412209170920876713
Economically Disadvantaged118776131588721213887512
English Learners1797793309767313837017
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 Students178770132088681219876913
Female158772131889711117887012
Male198768132288661220876713
American Indian127663241184731617866914
Asian299465631946363295625
Black575702577871227766924
Hispanic168871121986671417877013
Native Hawaiian293907168771131294826
White249469628946662694686
Two or more races1890721023926981992738
Students with Disabilities660544086153397615439
Economically Disadvantaged674682687769237756825
English Learners77063301368553213736027
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238461163185531525825718
Female208363173086561423836017
Male258559153384511627805320
American Indian<<<<<<<<<<<<
Asian3995555499243837885112
Black96960311574592611675533
Hispanic238865122782551820836317
Native Hawaiian<100<0<<<<<<<<
White3092628409151934905610
Two or more races268558153886491428865814
Students with Disabilities116452361358454211544346
Economically Disadvantaged10706030157358279675833
English Learners147460262770433020745426
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158571151585711514867214
Female138673141386731413867314
Male168569151684681615867114
American Indian<<<<10807020<<<<
Asian279568526926682897683
Black574692667367276736727
Hispanic138269181684681613867314
Native Hawaiian-91919<100<01891739
White209272820927281994756
Two or more races1790731015937871791739
Students with Disabilities452484885446468595041
Economically Disadvantaged471672967467266736727
English Learners564593625452468746626
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178871121890721021896711
Female169074101690741020896911
Male188668142089691122886612
American Indian973642717836717<<<<
Asian279467624947064097573
Black578732258176196787222
Hispanic14877413179174921866514
Native Hawaiian<100<010908010<100<0
White259570527956853195655
Two or more races229168918947762193737
Students with Disabilities360574046561354656135
Economically Disadvantaged476722457974216756925
English Learners670643067165294605540
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219372724936972494706
Female179275821917092394716
Male259470628956752795685
American Indian<100<0<100<0<100<0
Asian359964135976333899601
Black7867914987781311897811
Hispanic1994756208969112094746
Native Hawaiian<<<<<100<0<100<0
White289668431966543297653
Two or more races109585528926481996764
Students with Disabilities15857015129886213726028
Economically Disadvantaged8877913108777139887912
English Learners-7878221779632123815819
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128674141490761011887712
Female9857615129078109887912
Male158773131689731113897611
American Indian10605040991829<<<<
Asian1689741121957451592778
Black374722638077203787522
Hispanic148976111584691611897811
Native Hawaiian-90901010807020<100<0
White199476622977531795785
Two or more races129279816958051195845
Students with Disabilities259574126462363656235
Economically Disadvantaged373702747874224797521
English Learners367643336663345767124
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 Students2991629319160929906110
Female2591669279164926906410
Male3392598359156933905710
American Indian238966112083631729855615
Asian459651450974734795485
Black158470161685691515826718
Hispanic30926283190591031906010
Native Hawaiian2994666229371717877013
White379558539955653794576
Two or more races349460635935773393607
Students with Disabilities157055301269573112675533
Economically Disadvantaged158368171682661814806620
English Learners228462162680542028815219
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students199273823916892691659
Female159076101990711020897011
Male249370728926483292598
American Indian2010080010100900<100<0
Asian379861246965043395625
Black88577151084741610837317
Hispanic1791759229068102791649
Native Hawaiian<100<0<<<<<<<<
White269570531956453695595
Two or more races239874228946563296634
Students with Disabilities768613256761336666034
Economically Disadvantaged782751898373179797021
English Learners16745826973642715756025
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25906510279165924906710
Female2190691023916892191709
Male3091619309161926906410
American Indian307040309827318<<<<
Asian339562547954855195445
Black128371171384701611827118
Hispanic2993637278861122891639
Native Hawaiian209070109827318<100<0
White339561535966243095655
Two or more races339461630936472897693
Students with Disabilities1069593167064306706430
Economically Disadvantaged138168191180702011817019
English Learners158570151772552821765524
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students269569532946263094646
Female199475624926882392698
Male359762341965643795595
American Indian<100<0<<<<<100<0
Asian479750345995314595515
Black12928081490761014897611
Hispanic269670438955753192618
Native Hawaiian<<<<<100<0<<<<
White329765340965643796594
Two or more races329765337955853495625
Students with Disabilities228765132484601616907510
Economically Disadvantaged11928181687721313877413
English Learners17927582489651128886012
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<100<09100910
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
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248864122288651221866514
Female238965112089681120876613
Male258863122487621322856415
American Indian<<<<2080602020604040
Asian369356737965943894566
Black118069201181691910766724
Hispanic258762131987691320886812
Native Hawaiian<100<0<100<0<100<0
White329462629916292791649
Two or more races269065102289671123896511
Students with Disabilities759524155752434555045
Economically Disadvantaged1177662397768238736627
English Learners117665241572572818806120
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5292408539240847894211
Female509343750924284591469
Male5391389559338749883912
American Indian<<<<<<<<<<<<
Asian719827273982527297263
Black328452163486531429815219
Hispanic529442652914094591469
Native Hawaiian<100<0<100<0<100<0
White629633462963445794376
Two or more races5593387599334749883912
Students with Disabilities257348272374512620674733
Economically Disadvantaged288456163284531625795421
English Learners41915094890421044844016
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: 91.56 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

Grade2014-20152015-20162016-2017
Pre-kindergarten739727747
Kindergarten2,4672,4322,379
Grade 12,8102,8022,832
Grade 22,9892,8672,919
Grade 32,9073,0022,895
Grade 42,8513,0053,021
Grade 52,9982,9183,046
Grade 62,9703,0933,049
Grade 73,0913,0883,234
Grade 83,1163,1303,176
Grade 93,5873,4973,471
Grade 103,4553,5173,441
Grade 112,8772,9573,059
Grade 122,8582,9092,923
Total Students39,71539,94440,192
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students397153994440192
Female193481948919549
Male203672045520643
American Indian141124116
Asian110111071106
Black131601305713139
Hispanic300931623352
Native Hawaiian889686
White197301977619568
Two or more races248626222825
Students with Disabilities646864306441
Not Students with Disabilities332473351433751
Economically Disadvantaged145811476714670
Not Economically Disadvantaged251342517725522
English Learners103611091329
Not English Learners386793883538863
Homeless727390
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 StudentsDivision18159991183613165
State4977134413270494355291988
FemaleDivision102345735115423
State27208151939333271895690
MaleDivision79254283257742
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision61102000
State45721127821711655
BlackDivision47146261105936
State79241059810692161508849
HispanicDivision1346043122
State47494925291891967259
Native HawaiianDivision730000
State62634043
WhiteDivision102641642195224
State299791609911555741732722
Two or more racesDivision111459383
State23621474924317496
Students with DisabilitiesDivision282241189533
State1022602927041321179106
Economically DisadvantagedDivision33644679218128
State959315817159242326561135
English LearnersDivision27164032
State1518329526533162780
HomelessDivision7111260
State203617882423755
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 Students3164293292.7297994.21314.1
Female1603151594.5153095.4543.4
Male1561141790.8144992.8774.9
American Indian0<<<<00
Asian73731007310000
Black109999490.4101192595.4
Hispanic21519892.120294125.6
Native Hawaiian10101001010000
White1579148494150595.3523.3
Two or more races17916592.216994.484.5
Students with Disabilities43937084.3382875312.1
Economically Disadvantaged99186186.988789.5818.2
English Learners524790.44994.235.8
Homeless271970.42177.8622.2
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 Taken1,614 / 12.63%1,493 / 11.59%1,608 / 12.47%
Advanced Placement Course Enrollment2,020 / 15.81%2,255 / 17.51%2,503 / 19.41%
Dual Enrollment225 / 1.76%292 / 2.27%386 / 2.99%
Governor’s School Enrollment79 / .62%85 / .66%85 / .66%
IB Course Enrollment222 / 1.74%226 / 1.75%229 / 1.78%
Senior Enrolled in IB Program50 / .39%53 / .41%51 / .4%
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 StudentsDivision2767210624
State800255758028
FemaleDivision1421114519
State404623112723
MaleDivision134696129
State395632645333
American IndianDivision0<100
State25416535
AsianDivision74679
State5267459213
BlackDivision82559328
State171671128234
HispanicDivision16111230
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision1472115522
State457593374926
Two or more racesDivision22417323
State3387249826
Students with DisabilitiesDivision22514038
State5663303146
Economically DisadvantagedDivision56035337
State224061294742
English LearnersDivision251348
State3672225539
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 AssessmentsDivision312837
 State397141393623
State LicensuresDivision415454
 State167317901964
Industry CertificationDivision359738454052
 State89541100544109590
Workplace ReadinessDivision703664685
 State336653077542313
Total Credentials EarnedDivision437245914828
 State128850137248157490
Students Earning One or More CredentialsDivision370639674189
 State104867109089126113
CTE CompletersDivision152513351313
 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 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
69.969.969.2

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
2013-20144,764.005,216.00712.00
2014-20154,682.005,353.00775.00
2015-20164,698.005,372.00694.00

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 Students388551600511768386491698614823386271820679914386661910658945
Female19018752233373189617672673791893381632941118872933317426
Male198378482783951968893134744419694100435050319794977341519
American Indian10710141246021091024114542
Asian10661828112018631129172411193863
Black13131586216279130216302333131281266029738412635709283365
Hispanic28181204459295713446593020160566832782025377
Native Hawaiian73432822349940285510
White19192782220371189327952863871892084128539718721829274425
Two or more races2468802545241311340552538128375527141223773
Students with Disabilities5723399122139582736615812765144712082856250498193294
Economically Disadvantaged1403598333547612320828300223145041028440572145131152425539
English Learners1056461523114946182111705925311366912229
Homeless110191516183331527135352544173341830
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.9195.995.6
Female95.9795.9695.63
Male95.8695.8495.57
American Indian95.1694.894.65
Asian97.3597.5296.98
Black96.1995.9795.76
Hispanic95.6995.6395.38
Native Hawaiian95.795.4495.75
White95.795.7995.46
Two or more races95.8396.0495.57
Students with Disabilities95.2295.0494.64
Economically Disadvantaged95.069594.78
English Learners96.295.9895.65
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

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses156
Technology Offenses178
Offenses Against Student334
Offenses Against Staff59
Weapons Offenses73
Property Offenses185
All Other Offenses162
Other Offenses Against Persons1,480
Disorderly or Disruptive Behavior Offenses3,512
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 Indian0.3550.40.310.420.2890.35
Asian2.7730.772.7710.522.7520.74
Black33.14362.7232.68963.1832.69164.33
Hispanic7.5785.77.9165.98.345.72
Native Hawaiian0.2220.220.240.180.2140.13
White49.68924.6949.51124.648.68624.27
Two or more races6.2615.516.5645.217.0294.45
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 Indian0.3550.311.610.289
Asian2.7732.632.7712.752
Black33.14352.6332.68962.932.69167.21
Hispanic7.5785.267.9169.688.34
Native Hawaiian0.2220.240.214
White49.68939.4749.51124.1948.68629.51
Two or more races6.2616.5641.617.0293.28
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 Indian0.3550.310.289
Asian2.7732.7711.892.7522.44
Black33.14356.6732.68958.4932.69163.41
Hispanic7.5786.677.9165.668.347.32
Native Hawaiian0.2220.240.214
White49.6893049.51130.1948.68621.95
Two or more races6.2616.676.5643.777.0294.88
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 Students34.8134.0538.6
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students45.7947.6542.24
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 Students72.7972.8962.84
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: 13.82 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 13.88 : 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
 2015-20162016-2017
Provisional Special Education1%1%
Provisional1%2%
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 Schools100%--
High Poverty100%--
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
2014-201533%63%1%3%
2015-201633%61%1%5%
2016-201735%60%1%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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