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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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157763231982621818846616
Female168165192285621521866614
Male137461261779622115816519
American Indian77770231583681717826518
Asian218665143090601025896411
Black7655835107161299736527
Hispanic76558351272602811756425
Native Hawaiian57670241785681522866314
White198566152589631124906610
Two or more races147965212083631717856815
Students with Disabilities94738531048385210534347
Economically Disadvantaged7585242106656348716229
English Learners351484996253389696031
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147259282780542015826718
Female157661242983541716856915
Male136957312578532214796621
American Indian<100<0<<<<<<<<
Asian168266183387541314826918
Black75851421570553010736327
Hispanic76357372376522412806820
Native Hawaiian<<<<<100<09827318
White188062203386531419876913
Two or more races97060302577522311817019
Students with Disabilities94840521348355210514149
Economically Disadvantaged6575143167055308736627
English Learners5595441217352279786822
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207353272181601921856315
Female227654242485611525876313
Male176952311978592218826418
American Indian13756325<100<0<<<<
Asian328352172890621032875513
Black96051401171602911776623
Hispanic105444461269563112766424
Native Hawaiian<<<<<100<0<100<0
White268256182888601228906310
Two or more races156954311976572423856115
Students with Disabilities105040501152414813584542
Economically Disadvantaged85547451068583211756525
English Learners346425486658349716329
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659242783561729855615
Female198061203286551432885712
Male167357272380572027835617
American Indian779712113806720<100<0
Asian23856215419049103993547
Black106454361372592814776223
Hispanic106253381773562718786022
Native Hawaiian<100<0<<<<<100<0
White22846216359055103992538
Two or more races168064202787601322795821
Students with Disabilities104939511154434611574543
Economically Disadvantaged96253381370563013756225
English Learners4504650861543912726028
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147561252077572322805820
Female168064202380572027845716
Male117059301774572617765924
American Indian<<<<157762232592678
Asian17856815299162935895511
Black7585142963543710665734
Hispanic4635837963543713705630
Native Hawaiian<100<0<<<<<<<<
White198566152786591429885912
Two or more races138270182082611821826118
Students with Disabilities7332667104030608463854
Economically Disadvantaged556514476154399635437
English Learners1494851545395515594441
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177861222481561918846716
Female198162192884561622876513
Male157560252077572314826818
American Indian<<<<<<<<15856915
Asian2688621242914992195755
Black9635437136956319746426
Hispanic106858321371582910746526
Native Hawaiian<<<<<<<<<100<0
White22866414318857122492688
Two or more races178467162785591520886812
Students with Disabilities9423358942335810544446
Economically Disadvantaged8615339116555358716429
English Learners242405844844527686132
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127461261178672214786422
Female147763231481671916816519
Male11705930975662513756225
American Indian-676733<<<<<<<<
Asian258561152185641526876113
Black559534166457367625638
Hispanic562573867265287686132
Native Hawaiian<<<<<<<<<<<<
White178265181486721419876813
Two or more races137764231281691913887412
Students with Disabilities9413259104233588423558
Economically Disadvantaged555504556055406605440
English Learners237356324845524545046
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8928487918498908210
Female993857893857992838
Male89183979083107888112
American Indian-94946-10010001493797
Asian109281811958451192818
Black287851328483162838117
Hispanic588841248480164817719
Native Hawaiian<100<0<100<0<<<<
White129584511968541194836
Two or more races12938171297853792858
Students with Disabilities767603386456367615439
Economically Disadvantaged182811848580151777623
English Learners17271282696831-575743
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237754232179582123765424
Female288355172684581627825418
Male197254281674582618715329
American Indian16685232864563610675733
Asian388951114086461437895211
Black1063533796758339625238
Hispanic126654341271602911675633
Native Hawaiian13675333764573627734527
White318554152886581431855415
Two or more races248358172284621626795321
Students with Disabilities943345764236586383262
Economically Disadvantaged1059494196354378585142
English Learners445415565548454434057
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227653242380572028764824
Female288254182986561435824818
Male177053301875582522704830
American Indian8544646<<<<<<<<
Asian429048104389461143854215
Black96354371368563213604740
Hispanic136653341574602616664934
Native Hawaiian<<<<<<<<<<<<
White298253182987581337854815
Two or more races218261182384611634824818
Students with Disabilities840326064639547373063
Economically Disadvantaged8585042964553611574743
English Learners236346495849426453955
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207958211978592218765924
Female248460162383601721826018
Male177457261573582714725728
American Indian128876126565044-777723
Asian33885512388345173392598
Black765583576760336635737
Hispanic1064543696960317686132
Native Hawaiian<<<<<<<<<<<<
White298859122786591425855915
Two or more races258863122184631619775823
Students with Disabilities844355663832625403560
Economically Disadvantaged564593655550455595541
English Learners238366245248481424158
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177761231982631819836417
Female178063201984651620856515
Male167559251880622019816219
American Indian87365271680642011827118
Asian3589541139935473794576
Black865573597162299736427
Hispanic116958311274622612776523
Native Hawaiian167761231382691827865914
White218463162488641226896311
Two or more races178063201883651718846516
Students with Disabilities105041501155454511584742
Economically Disadvantaged86355371070603010726228
English Learners96152391168573213746126
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177558252280582022816019
Female177558252180592020836317
Male187557252379572124805620
American Indian<<<<<<<<<<<<
Asian298657144089491129865714
Black106252381168573211705930
Hispanic127058301778612215806520
Native Hawaiian<<<<<100<02791649
White218160192785581528865814
Two or more races177558251876572422836117
Students with Disabilities115443461453394713523948
Economically Disadvantaged96253381269573112736127
English Learners117059301676602416806420
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288657143187571332885612
Female268660143089591132885712
Male308555153286551433895511
American Indian1394816<<<<<<<<
Asian499445653964445796394
Black167660241778612219806120
Hispanic218160192382591824866214
Native Hawaiian<<<<<100<0<100<0
White3490561038935574093537
Two or more races258660142986571428875813
Students with Disabilities146148391567523317685132
Economically Disadvantaged167559251878602219826318
English Learners187759232282601825856015
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167357271679632116796321
Female177558251982641819826318
Male147056301476622414766224
American Indian17836717892858<100<0
Asian20806020288859132594696
Black106353371170593011726128
Hispanic166650341277652313756225
Native Hawaiian<100<0<<<<<<<<
White198061202085641521856315
Two or more races107363271782641813766424
Students with Disabilities12544246115747439544446
Economically Disadvantaged116453361072612810716129
English Learners8615339873652712766324
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178063202185651521866514
Female168266182187661321896811
Male177861222084641621846316
American Indian<<<<2592678-92928
Asian429250848974933596614
Black766593497365279756625
Hispanic86659341175642513816719
Native Hawaiian<<<<<<<<50904010
White2289671127936672892658
Two or more races168367171886681422876513
Students with Disabilities95042501363493811665534
Economically Disadvantaged662563887264288746626
English Learners7575043868593216776123
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147258281476622416766024
Female167559251578642217796121
Male136957311373602715745926
American Indian-585842<<<<45823618
Asian2484601628926483195645
Black759524176356377615439
Hispanic6585242864553610655635
Native Hawaiian<<<<<<<<<100<0
White198162191984661622866414
Two or more races137764231383701713806720
Students with Disabilities11412959840326012524148
Economically Disadvantaged656504475952416615439
English Learners438356234441568625338
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228361173187561330865514
Female238662143689531133885512
Male218160192785581528835617
American Indian<<<<<<<<<<<<
Asian349460654944065396434
Black116656341771542916735727
Hispanic197961211481661914715729
White2588631236935773692558
Two or more races258863133184531632865414
Students with Disabilities134027602046265420452555
Economically Disadvantaged96051401667503317685132
English Learners3423958862543814685432
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97666241380672014826818
Female118070201585701516877013
Male87163291277652311786722
American Indian-737327<<<<<<<<
Asian319361731946363896584
Black365623557267284757025
Hispanic565603566963316746826
Native Hawaiian<<<<<100<0<<<<
White138370171987691320886812
Two or more races117463261581671916867014
Students with Disabilities247455325452461585742
Economically Disadvantaged365623547369274706630
English Learners246455415049503666334
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11726128976672410786822
Female12746226977682310796921
Male11706030975662510776723
American Indian11685832-606040<<<<
Asian3186551426916492594696
Black356544436461363656235
Hispanic562573856257384716729
Native Hawaiian<100<0<<<<<<<<
White158166191285721515867114
Two or more races17826618107970219807120
Students with Disabilities139386114746532464454
Economically Disadvantaged245435546965313646136
English Learners147465314846522565444
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18836517198970112093737
Female18846616199071102194736
Male19836417188769131992728
American Indian-70703027916498100920
Asian4490461040935374097573
Black775682578275188898111
Hispanic10827218148874121392788
Native Hawaiian<<<<<<<<<100<0
White2287641322926982594696
Two or more races22866414198970111992738
Students with Disabilities357544367266286827618
Economically Disadvantaged872642858378179877813
English Learners11806920138371178898111
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138168191484701614847016
Female118069201283711713847116
Male158166191584691615846916
American Indian678722288375173838017
Asian25906510289062102592668
Black466623457267286736727
Hispanic772652877467268766824
Native Hawaiian-8585151479662122836117
White1889711118917392091729
Two or more races138471161686701413887512
Students with Disabilities754474665751437575043
Economically Disadvantaged563583766761336716529
English Learners659544125351477635637
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759232382591830855515
Female167761232182611829865714
Male207858222482581831855415
American Indian786791413877313<100<0
Asian31885712409050104691459
Black7605340968583214756125
Hispanic66661341270583021775623
Native Hawaiian<100<0<<<<<<<<
White26866114309060103992538
Two or more races168367172586611425856015
Students with Disabilities105041501057484312594741
Economically Disadvantaged6625638967583314756025
English Learners4545046457534316715529
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9746526118069209786922
Female773672797970218787022
Male117463261381691910796921
American Indian-505050<<<<<<<<
Asian158569152085641516887112
Black356544446863324635937
Hispanic361573967064303646136
Native Hawaiian<<<<<<<<<<<<
White138471161589741113897711
Two or more races127866221082721810877813
Students with Disabilities645405565045506464054
Economically Disadvantaged355524546561353615739
English Learners1303070-3939611484752
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98374171685691512857315
Female98475161486721411867514
Male98172191885671512847216
American Indian771642988577159827318
Asian239168932946262493687
Black271692967670244747026
Hispanic669643177467264787422
Native Hawaiian<100<0<<<<<<<<
White139178922927081792758
Two or more races9928282288651210897911
Students with Disabilities247445335653442575543
Economically Disadvantaged158574256964313726828
English Learners-5050501514949-575743
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98778131189781111897711
Female8857715989801110897911
Male108979111289771113897611
American Indian<<<<<100<0<<<<
Asian199374826926682694686
Black480762028078203817819
Hispanic582771868679143858215
Native Hawaiian<100<0<100<0<100<0
White1190781013938071592778
Two or more races7847716108575151293807
Students with Disabilities871632936764339675833
Economically Disadvantaged158574317574253807720
English Learners569643128482165736828
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students881731968377177847716
Female679732158176195827718
Male982731878578159867714
American Indian892838-707030<100<0
Asian199374713907710793857
Black267653317069302737127
Hispanic475712517473263807720
Native Hawaiian<<<<<<<<<100<0
White129078109928381292808
Two or more races786781498980118877913
Students with Disabilities154534626058402636137
Economically Disadvantaged267653326866322737127
English Learners-53534715252481666534
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268458162488641224866314
Female248460162187661321866414
Male298556152688621226876113
American Indian19796021168670148776923
Asian439349740955554295535
Black127462261279672112776523
Hispanic187759231682661817826518
Native Hawaiian237552251988691223876313
White3490571030926283092618
Two or more races278659142690651023886512
Students with Disabilities146148391163513710625138
Economically Disadvantaged146955311676592412756225
English Learners166953311670543017745626
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138875121187751314857215
Female11887712986761410857415
Male168973111387741317866914
American Indian-94946<<<<7676033
Asian279164921947363295625
Black481771947975215747026
Hispanic983751767973218807220
Native Hawaiian<100<0<100<0<<<<
White189375716917691992738
Two or more races16887212139280812897711
Students with Disabilities461563935551454595641
Economically Disadvantaged268663216665344726828
English Learners262603825553451636337
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28764924
Female23745126
Male32784622
American Indian<<<<
Asian4191509
Black12594741
Hispanic13645236
Native Hawaiian<100<0
White37864914
Two or more races37844616
Students with Disabilities10473753
Economically Disadvantaged10574643
English Learners6575143
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158268181584701613826918
Female128270181284721610807020
Male178366171785681516846816
American Indian11786722-676733<<<<
Asian359459635976333694586
Black572672867468266716529
Hispanic880712077972218797021
Native Hawaiian<<<<<<<<<<<<
White218867121990711017897211
Two or more races148773132090701011827118
Students with Disabilities355524545955414535047
Economically Disadvantaged364613647369276696331
English Learners469663126663343676433
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18887012199273821907010
Female148571151490761016887112
Male229270825946962593687
American Indian<<<<<100<0-91919
Asian259671432966443698622
Black7787122884761610837317
Hispanic1085751514927981491779
Native Hawaiian<<<<<100<0<100<0
White239369724947062593677
Two or more races1589741120937371692758
Students with Disabilities97567251270593011776623
Economically Disadvantaged668623258075209807120
English Learners480772017978213737027
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18998012810072027886112
Female1598833211007902391689
Male221007803510065031855515
Asian<100<0<100<024100760
Black69489671009308756725
Hispanic<100<0910091028906210
White23100770361006403492588
Two or more races<100<0<100<03594596
Students with Disabilities<100<0<100<0-464654
Economically Disadvantaged<<<<<100<011796821
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25825718
Female20805920
Male28835517
American Indian<<<<
Asian40884713
Black11716029
Hispanic16715529
Native Hawaiian<<<<
White31895711
Two or more races28825418
Students with Disabilities9544546
Economically Disadvantaged11675633
English Learners6443856
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308555152988591227876013
Female308656142989601127886212
Male308555153088581227865914
American Indian31693831<100<0<<<<
Asian499344748964844193527
Black147562251479642112786622
Hispanic187557251884661613816719
Native Hawaiian<<<<<<<<<<<<
White399252838945663693567
Two or more races2788611232916093394616
Students with Disabilities956474465953416585242
Economically Disadvantaged127260281276642410756625
English Learners449455136159398696131
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students428643144588431245884312
Female428644144388451242874513
Male438643144788411248894111
American Indian44884413<100<0<<<<
Asian669529566963047196254
Black257752232880522028805220
Hispanic297647243381481940864614
Native Hawaiian<<<<<100<0<100<0
White519140955933875492388
Two or more races388547153886491438844616
Students with Disabilities216645342068483221684732
Economically Disadvantaged237451262677512327795221
English Learners277446263279472139844516
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

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten596655685
Kindergarten4,1634,2633,998
Grade 14,3714,3774,393
Grade 24,3324,3974,382
Grade 34,3004,4284,434
Grade 44,4034,4024,438
Grade 54,3434,4664,460
Grade 64,5674,5274,634
Grade 74,7094,6184,576
Grade 84,6104,7514,639
Grade 94,9374,9745,013
Grade 104,8004,8364,825
Grade 114,4284,5404,648
Grade 124,6274,4914,534
Total Students59,18659,72559,659
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students591865972559659
Female287182900628997
Male304683071930662
American Indian156140132
Asian208620822057
Black155471563015571
Hispanic683075238128
Native Hawaiian769693
White321463174131060
Two or more races234525132618
Students with Disabilities682666756976
Not Students with Disabilities523605305052683
Economically Disadvantaged174371778818338
Not Economically Disadvantaged417494193741321
English Learners408743704252
Not English Learners550995535555407
Homeless364274316
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 StudentsDivision259016241245231075
State4917334246347093350192269
FemaleDivision1455700502212032
State268261510112433531834822
MaleDivision1135924743019043
State2234719145222758031851447
American IndianDivision460030
State110111115287
AsianDivision119241051
State44281224891612962
BlackDivision5466396349631
State79001054014302301415981
HispanicDivision2102071468010
State44244514381851538310
Native HawaiianDivision<<<<<<
State71410193
WhiteDivision1608703424111931
State300171650514315601740817
Two or more racesDivision102434152
State222313111283616089
Students with DisabilitiesDivision282261245651
State946531134691091067120
Economically DisadvantagedDivision2714625286733
State921814811194032621251240
English LearnersDivision156980452
State448207029417117888
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 Students4775433890.8439692.13106.5
Female2379220592.7222993.71205
Male2396213389216790.41907.9
American Indian131076.91076.9323.1
Asian1501449614596.753.3
Black1379124890.5125290.8967
Hispanic52743181.844083.58015.2
Native Hawaiian0<<<<<<
White2544235392.5239694.21194.7
Two or more races15714994.915095.553.2
Students with Disabilities45237883.6384856514.4
Economically Disadvantaged89378587.979689.1677.5
English Learners1399266.29467.64532.4
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 Taken3,510 / 18.68%2,901 / 15.4%3,210 / 16.88%
Advanced Placement Course Enrollment4,059 / 21.6%3,961 / 21.02%4,282 / 22.51%
Dual Enrollment2,294 / 12.21%2,079 / 11.03%2,249 / 11.82%
Governor’s School Enrollment371 / 1.97%361 / 1.92%365 / 1.92%
IB Course Enrollment168 / .89%267 / 1.42%116 / .61%
Senior Enrolled in IB Program37 / .2%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
State807645806228
FemaleDivision2173166323
State410163155223
MaleDivision2089140633
State397482651033
American IndianDivision13<100
State25416635
AsianDivision17415113
State5269454514
BlackDivision118180432
State175771162334
HispanicDivision30918241
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision2446181726
State467663441226
Two or more racesDivision13310422
State3210234527
Students with DisabilitiesDivision27913053
State5865307548
Economically DisadvantagedDivision65436844
State228881345141
English LearnersDivision1387248
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision11982223
 State502439714139
State LicensuresDivision393629
 State90516731790
Industry CertificationDivision184953685487
 State6932189541100544
Workplace ReadinessDivision649876962
 State283493366530775
Total Credentials EarnedDivision265663626701
 State103599128850137248
Students Earning One or More CredentialsDivision234055525746
 State86257104867109089
CTE CompletersDivision185817111588
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All 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
Subgroup2013-20142014-20152015-2016
All Students96.1496.1597.71
Female96.1696.1897.75
Male96.1396.1297.66
American Indian95.6496.2397.62
Asian97.6797.6298.49
Black96.0596.0897.83
Hispanic95.4395.5197.26
Native Hawaiian96.0696.5697.42
White96.2696.2497.74
Two or more races95.9696.197.36
Students with Disabilities94.8294.9997.01
Economically Disadvantaged94.995.3196.95
English Learners95.895.996.96
Migrant99.17
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

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 Indian.264.26.234.25.221.1
Asian3.524.753.486.673.448.73
Black26.26855.8426.1755.7626.155.73
Hispanic11.549.112.59610.7113.62413.28
Native Hawaiian.128.18.161.04.156.1
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 Indian.264.234.221
Asian3.5243.4863.448
Black26.26855.6626.1751.7226.128.57
Hispanic11.5413.2112.59613.7913.62421.43
Native Hawaiian.128.161.156
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 Indian.264.234.221
Asian3.5243.4863.448
Black26.2687526.1756.2526.128.57
Hispanic11.5412.5966.2513.62442.86
Native Hawaiian.128.161.156
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
2013-201447%51%1%1%
2014-201546%52%1%1%
2015-201646%51%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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