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General school information

Division: Chesterfield County Public Schools
Address: 9900 Krause Rd Chesterfield, VA 23832-0001
Superintendent: Dr. James F Lane
Region: 1
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 Schools61
Fully Accredited57
Accreditation Denied2
Partially Accredited: Warned School-Pass Rate2

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision888988
 Virginia848586
FemaleDivision909190
 Virginia888989
MaleDivision858686
 Virginia818283
American IndianDivision808793
 Virginia788484
AsianDivision929494
 Virginia909092
BlackDivision858687
 Virginia777979
HispanicDivision817877
 Virginia767676
Native HawaiianDivision100<100
 Virginia868992
WhiteDivision909191
 Virginia898990
Two or more racesDivision909282
 Virginia898889
Students with DisabilitiesDivision595961
 Virginia525353
Economically DisadvantagedDivision747479
 Virginia747575
English LearnersDivision756765
 Virginia676767
Gap Group 2Division858687
 Virginia777979
Gap Group 3Division817877
 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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198262181884661620836317
Female228562152186661423866314
Male177962211581651917806320
American Indian158368171782651819806120
Asian309060102589641128906210
Black10716129973652710736227
Hispanic127260281175642513766224
Native Hawaiian178568152286631427845816
White258963112490661026906310
Two or more races208363171785681521846316
Students with Disabilities104838521053434710514149
Economically Disadvantaged10665634871622911716029
English Learners9625338969603113715829
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278054201582671821805920
Female298354171685691524835917
Male257853221479662118786022
American Indian<<<<<<<<<<<<
Asian338754131482691829865814
Black157055301073632711685832
Hispanic237652241280682017765924
Native Hawaiian<100<09827318<<<<
White338653141987691326866014
Two or more races257752231181701920826218
Students with Disabilities134835521051414912463554
Economically Disadvantaged16705530873662712695731
English Learners21735227978682218765824
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218160192185631525845916
Female248561152587631327886012
Male197859221882641823815819
American Indian<100<0<<<<<<<<
Asian289062103287551334855115
Black117160291177662314746026
Hispanic126956311276642415806420
Native Hawaiian<100<0<100<0<<<<
White288860122890631032905810
Two or more races197657242385611526886212
Students with Disabilities115241481358454211534247
Economically Disadvantaged106858321175652515766224
English Learners8665834971632915776223
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278356172985561529875813
Female328655143288571232895711
Male238057202783561726856015
American Indian13806720<100<0<100<0
Asian4190491039935473992538
Black137259281477622316816419
Hispanic177356271878602220836317
Native Hawaiian<<<<<100<0<100<0
White3590551039925383792558
Two or more races278760132279582130855515
Students with Disabilities115443461157454311574643
Economically Disadvantaged137056301375622516796421
English Learners86154391272602815806420
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207757232280582023805720
Female238057202784571625845916
Male177457261776592422765524
American Indian157762232592678<100<0
Asian2991629358955112991639
Black96354371066573411685732
Hispanic96354371370563012705730
Native Hawaiian<<<<<<<<<100<0
White278659142988591233885612
Two or more races208261182182611821785722
Students with Disabilities1040306084638548433657
Economically Disadvantaged7615439963543710665634
English Learners5453955155944418655735
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248156191884671619846516
Female288456162287651323876313
Male207757231482681814816719
American Indian<<<<158569153691559
Asian429149921957552691659
Black13695631974642610746426
Hispanic137158291074652611746226
Native Hawaiian<<<<<100<027734527
White3188571224926882491679
Two or more races278559152088681219846516
Students with Disabilities9423358105444469554645
Economically Disadvantaged1165553587164298706230
English Learners448445276861328625438
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117867221478642217796121
Female148167191681651920826218
Male97566251375622515756125
American Indian<<<<<<<<27734527
Asian218564152687611325896411
Black664573676256389665734
Hispanic6726528768613211675633
Native Hawaiian<<<<<<<<<100<0
White148672141987681323886512
Two or more races128169191388741218796121
Students with Disabilities10423358842355812423058
Economically Disadvantaged560554066054407635537
English Learners248455245450467534647
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students79184989082107878013
Female8938579928389898011
Male790831078881126868014
American Indian-10010001493797-757525
Asian119584511928181794776
Black284831628381173777423
Hispanic484801648177194827818
Native Hawaiian<100<0<<<<<<<<
White11968541194836993847
Two or more races12978537928588898111
Students with Disabilities864563676154398625438
Economically Disadvantaged485801517776233736927
English Learners2696831-5757431555445
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 Students217958212376542427805420
Female268458162782541833865314
Male167458261871532921765424
American Indian86456361067573321715029
Asian408646143789521149904110
Black9675833962523813695631
Hispanic127160291167563313715729
Native Hawaiian764573627734527<100<0
White288658143185541536885212
Two or more races228462162679532128825418
Students with Disabilities642365863832629443556
Economically Disadvantaged9635437858514210645436
English Learners655484544340575534847
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238057202876482429805020
Female298656143582481837864914
Male187558252270483023745226
American Indian<<<<<<<<36642736
Asian43894611438542155192418
Black136856321360474016685232
Hispanic157460261666493415685332
Native Hawaiian<<<<<<<<<100<0
White298758133785481539885012
Two or more races238461163482481832825018
Students with Disabilities6463954737306310433257
Economically Disadvantaged96455361157474312645336
English Learners958494264539558605240
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197859221876592425815619
Female238360172182601830865614
Male157358271472572820775723
American Indian6565044-7777238776923
Asian38834517339259847884112
Black7676033663573711695931
Hispanic9696031768613212736227
Native Hawaiian<<<<<<<<<100<0
White278659142585591534895511
Two or more races218463161977582324825818
Students with Disabilities638326254035608463854
Economically Disadvantaged555504555955418645636
English Learners452484814241583464354
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 Students198263181983641719836417
Female198465162085651519856615
Male188062201981621919816319
American Indian168064201182711811746326
Asian399354737945763894566
Black971622997364279736427
Hispanic127462261277652311786622
Native Hawaiian138269182786591429845516
White248864122689631125896411
Two or more races188365171884651619836417
Students with Disabilities115545451158474210564644
Economically Disadvantaged10706030107262289726328
English Learners116857321374612612776423
Migrant<<<<<<<<<100<0
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228058202281601919806120
Female218059202083631718806220
Male237957212480562020806120
American Indian<<<<<<<<<<<<
Asian408949112986571432885712
Black11685732117059308675933
Hispanic177861221580652012776523
Native Hawaiian<100<02791649<<<<
White278558152886581425866114
Two or more races187657242283611718826318
Students with Disabilities145339471352394811483752
Economically Disadvantaged126957311273612710706030
English Learners167660241680642014776323
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318757133288561230865614
Female308959113288571227876013
Male328655143389551134865214
American Indian<<<<<<<<<<<<
Asian539644457963944994456
Black177861221980612014776323
Hispanic238259182486621422856315
Native Hawaiian<100<0<100<0<<<<
White3893557409353739905210
Two or more races298657142887581334895611
Students with Disabilities156752331768513216594341
Economically Disadvantaged187860221982631818806220
English Learners228260182585601524866214
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167963211679632114826818
Female198264181982631815836817
Male147662241476622413806720
American Indian892858<100<0<<<<
Asian2888591325946961993747
Black117059301172612810766624
Hispanic127765231375622510827218
Native Hawaiian<<<<<<<<<100<0
White208564152185631519866714
Two or more races17826418137664248746526
Students with Disabilities11574743954444610584842
Economically Disadvantaged107261281071612910776723
English Learners87365271276632410827218
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218565152186651419866714
Female218766132189681119886912
Male208464162184631618846616
American Indian2592678-92928<100<0
Asian489749335966144298562
Black973652797566259776823
Hispanic117564251381671910786822
Native Hawaiian<<<<50904010<100<0
White279366728926582592678
Two or more races188668142287651318887012
Students with Disabilities136349381166553410594941
Economically Disadvantaged872642887466268756825
English Learners86859321677612310796921
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147662241676602416766024
Female157864221779612117806320
Male137360271574592615735827
American Indian<<<<45823618-707030
Asian2892648319564528875913
Black763563776154398645536
Hispanic8645536106556359665634
Native Hawaiian<<<<<100<0<<<<
White198466162286641421866414
Two or more races138370171380672016765924
Students with Disabilities84032601252414810504050
Economically Disadvantaged759524166154397605340
English Learners3444156862533811625138
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318756133086551437905310
Female36895311338855124091519
Male278558152883561734895411
American Indian<<<<<<<<<100<0
Asian549440653964345594396
Black177154291673572720725328
Hispanic148166191471572926876113
Native Hawaiian<<<<<<<<<100<0
White369357736925584295525
Two or more races318453163286541426906410
Students with Disabilities204626542045255524492551
Economically Disadvantaged166750331768513216725628
English Learners86254381468543225856015
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138067201482681813837017
Female158570151687701315877213
Male127765231178672211796821
American Indian<<<<<<<<21795721
Asian319463638965843496624
Black572672847570255767124
Hispanic669633167468265746926
Native Hawaiian<100<0<<<<<<<<
White198769132088681220907010
Two or more races158167191686701412796721
Students with Disabilities254524615857422595741
Economically Disadvantaged473692747066304726728
English Learners150495036663343726928
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97667241078682211766524
Female97768231079692112776523
Male97566251077672311756525
American Indian-606040<<<<-646436
Asian269164925946963492598
Black364613636562353605840
Hispanic562573847167295716629
Native Hawaiian<<<<<<<<<<<<
White128572151586711416856915
Two or more races10797021980712011766424
Students with Disabilities147465324644541454455
Economically Disadvantaged469653136461363605740
English Learners148465225654443585542
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1989701120937372394716
Female1990711021947362295735
Male1887691319927282493697
American Indian27916498100920-808020
Asian409353740975734599541
Black7827518889811111907910
Hispanic1488741213927881593777
Native Hawaiian<<<<<100<0<100<0
White229269825946962895675
Two or more races1989701119927382596714
Students with Disabilities6726628682761813847116
Economically Disadvantaged5837817987781310908010
English Learners1383711788981111192808
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 Students148470161484701615846916
Female128371171384711613847016
Male158469161584691616846816
American Indian8837517383801712816919
Asian2890621025926682793667
Black572672867367276726628
Hispanic774672687668248746626
Native Hawaiian147966212283611722876513
White189173920917292091719
Two or more races168670141388751216867014
Students with Disabilities657514375750438564944
Economically Disadvantaged667613367165296706430
English Learners253514776356377635538
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238259183085551529845616
Female218261182986571427845716
Male248258183185541530855415
American Indian13877313<100<0<<<<
Asian40905010469145947904310
Black96858321475612514746026
Hispanic127058302177562316776123
Native Hawaiian<<<<<<<<<100<0
White3090601039925383891539
Two or more races258661142585601529825418
Students with Disabilities105748431259474113584542
Economically Disadvantaged96758331475602514746026
English Learners45753431671552914735927
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11806920978692212816919
Female9797021878702211817019
Male138169191079692113816819
American Indian<<<<<<<<30805020
Asian20856415168871122493697
Black468633246359375686332
Hispanic670643036461366655935
Native Hawaiian<<<<<<<<<100<0
White15897411138977111691749
Two or more races108272181087781312847216
Students with Disabilities6504550646405411534247
Economically Disadvantaged465613536157395645936
English Learners-39396114847525524748
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168569151285731511847316
Female14867214118675149857615
Male188567151284721612827118
American Indian88577159827318892858
Asian329462624936872294736
Black676702447470263737027
Hispanic774672647874224747126
Native Hawaiian<<<<<<<<<<<<
White229270817927581692758
Two or more races22886512108979119867714
Students with Disabilities356534425755433575443
Economically Disadvantaged569643137268282716829
English Learners1514949-5757431565544
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118978111189771113907610
Female98980111089791112897711
Male128977111389761115907510
American Indian<100<0<<<<<<<<
Asian269266826946862798712
Black280782038178196817519
Hispanic686791438582157857715
Native Hawaiian<100<0<100<0<100<0
White139380715927781693777
Two or more races10857515129380715907510
Students with Disabilities367643396758333757225
Economically Disadvantaged175742538077206807420
English Learners284821657368287686232
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students683771778477168817319
Female581761958277187817419
Male785781598677149827318
American Indian-707030<100<0<<<<
Asian139077107938571492788
Black170693027371272686732
Hispanic174732638077204736927
Native Hawaiian<<<<<100<0<<<<
White99283812928081391789
Two or more races9898011887791312887612
Students with Disabilities260584026361372535147
Economically Disadvantaged268663227371272666434
English Learners152524816665343595641
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 Students248864122486631426876113
Female218766132186641423866314
Male268862122687611328875913
American Indian16867014877692318806220
Asian409555542955354095555
Black127967211277652313776423
Hispanic168266181782651818826418
Native Hawaiian198869122387631327855815
White309262830926183392598
Two or more races269065102388651229906110
Students with Disabilities116351371062513812635237
Economically Disadvantaged167659241275622514766224
English Learners167054301774562619775923
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118775131485721518866914
Female98676141085741515857015
Male138774131786691420876713
American Indian<<<<7676033-777723
Asian219473632956253195645
Black479752157470268766824
Hispanic6797321880722011817119
Native Hawaiian<100<0<<<<<<<<
White169176919927382492688
Two or more races1392808128977111892758
Students with Disabilities355514545956415635837
Economically Disadvantaged166653447268286736727
English Learners255534516363372686632
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158470161382691811847316
Female12847216108070209837517
Male178568151684681614847116
American Indian-676733<<<<<<<<
Asian359763336945862393707
Black674682667165295726728
Hispanic779722187970217787122
Native Hawaiian<<<<<<<<<<<<
White19907110178972111691769
Two or more races20907010118271181292808
Students with Disabilities459554145350473615839
Economically Disadvantaged473692766963315706530
English Learners266633436764335706530
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19927382190701024896611
Female149076101688711218876913
Male259469625936873092638
American Indian<100<0-91919<<<<
Asian329664436986224195545
Black88476161083731710817219
Hispanic1492798149177918877013
Native Hawaiian<100<0<100<0<100<0
White249470625936773093637
Two or more races2093737169275827896211
Students with Disabilities127059301177662316745826
Economically Disadvantaged5807520980712010827218
English Learners1797821373702711786722
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students281007202788611227845716
Female21100790239168924866214
Male351006503185551530815119
Asian<100<0241007603596614
Black710093087567254686432
Hispanic91009102890621019816319
White3610064034925884191509
Two or more races<100<035945963691559
Students with Disabilities<100<0-464654-414159
Economically Disadvantaged<100<0117968213646136
English Learners<100<0<<<<6696331
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298859122787601330875713
Female298960112788621231885712
Male308858122786591429875813
American Indian<100<0<<<<40905010
Asian489648441935274496534
Black147964211278662215796321
Hispanic188466161381671915786222
Native Hawaiian<<<<<<<<<100<0
White389456636935674094546
Two or more races3291609339461635895411
Students with Disabilities659534165852427585042
Economically Disadvantaged127664241075662512766424
English Learners3615939869613110695931
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students458843124588431245884312
Female438845124287451343884612
Male478841124889411148883912
American Indian<100<0<<<<<<<<
Asian669630471962546396324
Black288052202880522029795021
Hispanic338148194086461438895111
Native Hawaiian<100<0<100<0<<<<
White559338754923885492388
Two or more races388649143884461646884212
Students with Disabilities206848322168473219614239
Economically Disadvantaged267751232779522129815219
English Learners327947213984451639895011
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: 90.78 State: 91.04Division: 90.68 State: 91.28Division: 91.4 State: 90.38

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-kindergarten655685707
Kindergarten4,2633,9984,064
Grade 14,3774,3934,245
Grade 24,3974,3824,453
Grade 34,4284,4344,474
Grade 44,4024,4384,513
Grade 54,4664,4604,536
Grade 64,5274,6344,631
Grade 74,6184,5764,710
Grade 84,7514,6394,602
Grade 94,9745,0134,909
Grade 104,8364,8255,018
Grade 114,5404,6484,580
Grade 124,4914,5344,618
Total Students59,72559,65960,060
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 Students597255965960060
Female290062899729097
Male307193066230963
American Indian140132126
Asian208220572087
Black156301557115527
Hispanic752381288746
Native Hawaiian969397
White317413106030759
Two or more races251326182718
Students with Disabilities667569767112
Not Students with Disabilities530505268352948
Economically Disadvantaged177881833820422
Not Economically Disadvantaged419374132139638
English Learners437042524975
Not English Learners553555540755085
Homeless274316307
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 StudentsDivision259016241235230875
State4917234245347693750042233
FemaleDivision1455700502211932
State268261509812453531830807
MaleDivision1135924733018943
State2234619147223158431741426
American IndianDivision460030
State110112125285
AsianDivision119241051
State44281223901613062
BlackDivision5466396349631
State78991054014312301411965
HispanicDivision2102071367910
State44244511381851536311
Native HawaiianDivision<<<<<<
State71410193
WhiteDivision1608703424111831
State300171650714345631731798
Two or more racesDivision102434152
State222313111283715989
Students with DisabilitiesDivision282261235631
State946530634751091061120
Economically DisadvantagedDivision2714625186733
State921814810194032821211221
English LearnersDivision156970452
State448206829417117888
HomelessDivision11273060
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 Students4772433790.9439592.13086.5
Female2378220592.7222993.71195
Male2394213289.1216690.51897.9
American Indian131076.91076.9323.1
Asian1501449614596.753.3
Black1379124890.5125290.8967
Hispanic52543081.943983.67915
Native Hawaiian0<<<<<<
White2543235392.5239694.21184.6
Two or more races15714994.915095.553.2
Students with Disabilities4493778438385.36314
Economically Disadvantaged89278487.979589.1677.5
English Learners1389165.99367.44532.6
Homeless474187.24187.2612.8
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 Taken -2,901 / 15.4%3,210 / 16.88%
Advanced Placement Course Enrollment -3,961 / 21.02%4,282 / 22.51%
Dual Enrollment -2,079 / 11.03%2,249 / 11.82%
Governor’s School Enrollment -361 / 1.92%365 / 1.92%
IB Course Enrollment -267 / 1.42%116 / .61%
Senior Enrolled in IB Program -26 / .14% -
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 StudentsDivision4262306928
State807635806328
FemaleDivision2173166323
State410153155223
MaleDivision2089140633
State397482651133
American IndianDivision13<100
State25416635
AsianDivision17415113
State5269454514
BlackDivision118180432
State175771162334
HispanicDivision30918241
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision2446181726
State467653441326
Two or more racesDivision13310422
State3210234527
Students with DisabilitiesDivision27913053
State5864307448
Economically DisadvantagedDivision65436844
State228881345241
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision-82223
 State-39714139
State LicensuresDivision-3629
 State-16731790
Industry CertificationDivision-53685487
 State-89541100544
Workplace ReadinessDivision-876962
 State-3366530775
Total Credentials EarnedDivision-63626701
 State-128850137248
Students Earning One or More CredentialsDivision-55525746
 State-104867109089
CTE CompletersDivision-17111588
 State-3929142404
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 Students30345508337361.2%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students28995139348967.9%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students31385646357863.4%
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
66.868.569.4

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
2012-20134,018.004,704.00553.00
2013-20143,792.004,749.00481.00
2014-20153,938.005,045.00504.00

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
2014-20155,950.004,802.00771.00

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 Students56528276011751625573472385109015935715126789831557601461396448517
Female27604128155371027927115951073827830129046771429300628171236
Male28924147962291529420122658085529321138851684330846768277281
American Indian1371054143729138513126413
Asian20823823202078421123204353152220773044
Black14819960422596150677674035861498683935355015863438151172
Hispanic604340215725266033481622727112458168296829328292110
Native Hawaiian68341764029020192230
White31193124851169431106111646563730381120139662231060558167197
Two or more races218699535822741014764240112050632635823031
Students with Disabilities639953824337965544682373546229447202267717029891111
Economically Disadvantaged16927153971394417425129163886716850128247757619799899287268
English Learners38552289314642431847515242382357812847161785261
Homeless604106631145598876100445813774603672543
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 Students96.1597.7197.68
Female96.1897.7597.75
Male96.1297.6697.6
American Indian96.2397.6297.49
Asian97.6298.4998.45
Black96.0897.8397.78
Hispanic95.5197.2697.18
Native Hawaiian96.5697.4297.19
White96.2497.7497.74
Two or more races96.197.3697.47
Students with Disabilities94.9997.0196.97
Economically Disadvantaged95.3196.9596.85
English Learners95.996.9696.91
Migrant99.1799.22
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 Offenses367
Technology Offenses159
Offenses Against Student418
Offenses Against Staff137
Weapons Offenses102
Property Offenses191
All Other Offenses367
Other Offenses Against Persons1,713
Disorderly or Disruptive Behavior Offenses3,230
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 Indian0.2640.260.2340.250.2210.1
Asian3.5240.753.4860.673.4480.73
Black26.26855.8426.1755.7626.155.73
Hispanic11.549.112.59610.7113.62413.28
Native Hawaiian0.1280.180.1610.040.1560.1
White54.31429.8253.14528.9452.06326.03
Two or more races3.9624.054.2083.624.3884.03
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 Indian0.2640.2340.221
Asian3.5243.4863.448
Black26.26855.6626.1751.7226.128.57
Hispanic11.5413.2112.59613.7913.62421.43
Native Hawaiian0.1280.1610.156
White54.31426.4253.14531.0352.06342.86
Two or more races3.9624.724.2083.454.3887.14
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 Indian0.2640.2340.221
Asian3.5243.4863.448
Black26.2687526.1756.2526.128.57
Hispanic11.5412.5966.2513.62442.86
Native Hawaiian0.1280.1610.156
White54.3142553.14537.552.06328.57
Two or more races3.9624.2084.388
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 Students32.8833.8230.17
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 Students40.0939.0232.89
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

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 Students82.5680.5768.27
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 14.78 : 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 iconstudent ratio icon

2014-2015 Grades 8-12 Student Teacher Ratio: 13.95 : 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
Provisional3%4%
Provisional Special Education1%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-1%-
High Poverty-1%-
Low Poverty-1%-
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
2014-201545%52%1%2%
2015-201646%52%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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