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General school information

Division: Chesterfield County Public Schools
Address: 9900 Krause Rd Chesterfield, VA 23832-0001
Superintendent: Donald Fairheart
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 Accredited60
Partially Accredited: Reconstituted School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision898888
 Virginia858687
FemaleDivision919091
 Virginia898990
MaleDivision868686
 Virginia828384
American IndianDivision879377
 Virginia848481
AsianDivision949495
 Virginia909293
BlackDivision868787
 Virginia797981
HispanicDivision787777
 Virginia767675
Native HawaiianDivision<100<
 Virginia899292
WhiteDivision919191
 Virginia899091
Two or more racesDivision928294
 Virginia888989
Students with DisabilitiesDivision596158
 Virginia535354
Economically DisadvantagedDivision747981
 Virginia757578
English LearnersDivision6765<
 Virginia676762
Gap Group 2Division868787
 Virginia797981
Gap Group 3Division787777
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188466162083631716816519
Female218666142386631418846516
Male158165191780632015796421
American Indian17826518198061209847516
Asian258964112890621025886312
Black9736527107362278716329
Hispanic117564251376622410716129
Native Hawaiian22866314278458169817219
White249066102690631022896711
Two or more races178568152184631617836617
Students with Disabilities105343471051414910493951
Economically Disadvantaged8716229117160298686032
English Learners9696031137158298655635
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158267182180592019765824
Female168569152483591721805920
Male147966211878602217735627
American Indian<<<<<<<<<<<<
Asian148269182986581431845316
Black107363271168583210665534
Hispanic128068201776592410665634
Native Hawaiian9827318<<<<<<<<
White198769132686601424846016
Two or more races118170192082621826815519
Students with Disabilities105141491246355410443456
Economically Disadvantaged87366271269573110655535
English Learners9786822187658249645536
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218563152584591621805920
Female258763132788601224835917
Male188264182381581918775923
American Indian<<<<<<<<<<<<
Asian328755133485511525866214
Black117766231474602610696031
Hispanic127664241580642012695831
Native Hawaiian<100<0<<<<<<<<
White289063103290581028885912
Two or more races238561152688621219846516
Students with Disabilities135845421153424711463554
Economically Disadvantaged117565251576622410675833
English Learners9716329157762239675833
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298556152987581327845716
Female328857123289571129875813
Male278356172685601526825618
American Indian<100<0<100<0<<<<
Asian3993547399253840864614
Black147762231681641915766124
Hispanic187860222083631716756025
Native Hawaiian<100<0<100<0<<<<
White399253837925583691549
Two or more races22795821308555152991629
Students with Disabilities115745431157464313524048
Economically Disadvantaged137562251679642114746026
English Learners127260281580642014715729
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228058202380572015806520
Female278457162584591617836617
Male177659242276552413786522
American Indian2592678<100<0<100<0
Asian35895511299163925906410
Black10665734116857328706230
Hispanic137056301270573010716229
Native Hawaiian<<<<<100<0<<<<
White298859123388561220886812
Two or more races218261182178572215816619
Students with Disabilities846385484336579473853
Economically Disadvantaged9635437106656347686132
English Learners1559444186557357655835
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188467161984651617816519
Female228765132387631319846516
Male148268181481671914786422
American Indian158569153691559<<<<
Asian219575526916592491679
Black9746426107464268736527
Hispanic107465261174622610685832
Native Hawaiian<100<027734527<100<0
White2492688249167923906610
Two or more races208868121984651614776423
Students with Disabilities1054444695546459494151
Economically Disadvantaged871642987062308686032
English Learners768613286254386615539
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147864221779612111786722
Female168165192082621813826818
Male13756225157561259756525
American Indian<<<<277345278100920
Asian268761132589641124906610
Black762563896657345656035
Hispanic7686132116756336666034
Native Hawaiian<<<<<100<010706030
White198768132388651215877213
Two or more races138874121879612111837317
Students with Disabilities8423558124230588443656
Economically Disadvantaged660544076355375625738
English Learners454504675346476555045
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students890821078780135888312
Female99283898980116898411
Male788811268680145878213
American Indian1493797-757525-757525
Asian11928181794776891829
Black283811737774232797721
Hispanic481771948278182827918
Native Hawaiian<<<<<<<<<100<0
White1194836993847894866
Two or more races79285888981114878213
Students with Disabilities761543986052407595241
Economically Disadvantaged177762337369272777523
English Learners-5757431555445-616039
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237654242780542023785422
Female278254183386531429835417
Male187153292176542418725428
American Indian106757332171502916897411
Asian37895211499041104591469
Black96252381369563111635237
Hispanic116756331371572912675533
Native Hawaiian27734527<100<027805320
White318554153688521231875613
Two or more races267953212882541823795521
Students with Disabilities638326294435569413359
Economically Disadvantaged85851421064543610615139
English Learners443405755348478524448
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287648242980502025765224
Female358248183786491431835217
Male227048302374522618705230
American Indian<<<<366427368857715
Asian4385421551924185091419
Black136047401668523212625138
Hispanic166649341568533214665334
Native Hawaiian<<<<<100<0<<<<
White378548153988501232855315
Two or more races348248183282501824785422
Students with Disabilities7373063104332578403160
Economically Disadvantaged115747431264533611614939
English Learners6453955860524013604640
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187659242581561922795621
Female218260183086561427845716
Male147257282077572318745626
American Indian-7777238776923<100<0
Asian3392598478841123991529
Black66357371169593111645336
Hispanic76861321273622710675733
Native Hawaiian<<<<<100<0<100<0
White258559153489551131895811
Two or more races197758232482581823805720
Students with Disabilities540356084638549433457
Economically Disadvantaged559554186456369625438
English Learners142415834643544464354
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198364171983641717806320
Female208565151985661517826518
Male198162191981631917786122
American Indian11827118117463264787422
Asian379457638945663892558
Black973642797364277676033
Hispanic127765231178662210736327
Native Hawaiian278659142984551614826818
White268963112589641123876413
Two or more races188465161983641716836717
Students with Disabilities115847421056464410524248
Economically Disadvantaged1072622897263288685932
English Learners137461261277642312716029
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228160191980612017745826
Female208363171880622015745926
Male248056202080612018745626
American Indian<<<<<<<<<<<<
Asian298657143288571234885313
Black1170593086759338574943
Hispanic158065201277652312716029
Native Hawaiian2791649<<<<<<<<
White288658142586611422826018
Two or more races228361171882631816796321
Students with Disabilities135239481148375211463554
Economically Disadvantaged127361271070603010635337
English Learners168064201477632316725728
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328856123086561429835417
Female328857122787601326845716
Male338955113486521432835117
American Indian<<<<<<<<<<<<
Asian579639449944565393417
Black198061201477632314715729
Hispanic248662142285631519785922
Native Hawaiian<100<0<<<<<<<<
White40935373990521039895011
Two or more races288758133489561126896311
Students with Disabilities176851321659434116543846
Economically Disadvantaged198263181880622016725728
English Learners258560152486621420785822
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167963211482681812746126
Female198263181583681712766424
Male147662241380672012715929
American Indian<100<0<<<<<<<<
Asian2594696199374719765724
Black11726128107666247645736
Hispanic13756225108272189736427
Native Hawaiian<<<<<100<0<<<<
White218563151986671417816419
Two or more races13766424874652614796521
Students with Disabilities95444461058484210493951
Economically Disadvantaged10716129107767237665934
English Learners12766324108272189726328
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218665141986671415836717
Female218968111988691214837017
Male218463161884661617826518
American Indian-92928<100<0<<<<
Asian359661442985623596624
Black975662597768237726528
Hispanic13816719107868227766824
Native Hawaiian50904010<100<0<<<<
White2892658259267821906810
Two or more races228765131888701214847016
Students with Disabilities11665534105949419595041
Economically Disadvantaged874662687568257716429
English Learners167761231079692110756625
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167660241676602412736127
Female177961211780632013776423
Male157459261573582711695931
American Indian45823618-707030<<<<
Asian3195645288759132891639
Black761543986455365595441
Hispanic1065563596656348585042
Native Hawaiian<100<0<<<<<<<<
White228664142186641416856915
Two or more races138067201676592413756225
Students with Disabilities12524148105040509393061
Economically Disadvantaged661543976053406575143
English Learners8625338116251387585042
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308655143790531029865714
Female33885512409151933885512
Male288356173489541126845916
American Indian<<<<<100<0<100<0
Asian539643455943965998392
Black167357272072532815675233
Hispanic147157292687611316786222
White369255842955253493597
Two or more races328654142690641034855115
Students with Disabilities204525552449255124431857
Economically Disadvantaged176851321672562817695231
English Learners146854322585601527825518
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148268181383701714826818
Female168770131587721316867014
Male117867221180682012786622
American Indian<<<<21795721-717129
Asian389658434966243592578
Black475702557671245726828
Hispanic674682657470266736727
Native Hawaiian<<<<<<<<31855415
White208868122090701020896911
Two or more races168670141279672111877513
Students with Disabilities158574226057402615939
Economically Disadvantaged470663047268285716729
English Learners366633437370275696431
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107868221176652411756525
Female107969211277652310786722
Male107767231175652511736227
American Indian<<<<-646436-828218
Asian259469634925983192618
Black365623536058403585642
Hispanic471672957166295686332
Native Hawaiian<<<<<<<<<100<0
White158671141685691515857015
Two or more races9807120117664249817219
Students with Disabilities246445414544552444256
Economically Disadvantaged364613636057404605640
English Learners256544435855426615539
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209373723947162292708
Female219473622957352292708
Male199272824936972191709
American Indian8100920-808020<100<0
Asian409757345995414597523
Black8898111119079109877813
Hispanic1392788159377712897711
Native Hawaiian<100<0<100<0<100<0
White259469628956752794676
Two or more races1992738259671421896811
Students with Disabilities6827618138471166726628
Economically Disadvantaged98778131090801011877613
English Learners8898111119280813867314
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148470161584691613826918
Female138471161384701612837117
Male158469161684681615826718
American Indian38380171281691911857415
Asian259266827936672691659
Black673672767266285706630
Hispanic876682487466266736727
Native Hawaiian228361172287651318856815
White2091729209171919907110
Two or more races138875121686701412867414
Students with Disabilities757504385649446544846
Economically Disadvantaged671652967064305706530
English Learners763563776355387655835
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308555152984561623826018
Female298657142784571620836217
Male318554153085541525825718
American Indian<100<0<<<<<<<<
Asian46914594790431034885412
Black147561251474602610706030
Hispanic217756231677612311766424
Native Hawaiian<<<<<100<0<<<<
White3992538389153932905810
Two or more races258560152982541821866514
Students with Disabilities12594741135845429504250
Economically Disadvantaged147560251474602610716129
English Learners167155291473592712746126
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9786922128169198776923
Female8787022118170198787022
Male10796921138168198776923
American Indian<<<<30805020892838
Asian16887112249369717897211
Black463593756863324666234
Hispanic364613666559353656235
Native Hawaiian<<<<<100<020705030
White13897711169174911867514
Two or more races10877813128472166857915
Students with Disabilities6464054115342477504350
Economically Disadvantaged361573956459363636037
English Learners148475255247483565344
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151184731613847116
Female11867514985761513857315
Male128472161282711813826918
American Indian9827318892858<<<<
Asian2493687229473628886013
Black474702637370274716729
Hispanic478742247471265726728
Native Hawaiian<<<<<<<<<<<<
White179275816927581993747
Two or more races10897911986771414867314
Students with Disabilities257554335754433535047
Economically Disadvantaged372682827168293706730
English Learners-57574315655444565344
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118977111390761013897511
Female108979111289771111887712
Male138976111590751016897311
American Indian<<<<<<<<<<<<
Asian269468627987122596714
Black381781968175194817719
Hispanic385821578577155837817
Native Hawaiian<100<0<100<0<100<0
White159277816937771892748
Two or more races12938071590751011907910
Students with Disabilities967583337572256655935
Economically Disadvantaged380772068074203827918
English Learners573682876862326756925
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students784771688173199817219
Female582771878174197817419
Male9867714982731810817119
American Indian<100<0<<<<8857715
Asian79385714927882394706
Black273712726867322686632
Hispanic380772047369274736927
Native Hawaiian<100<0<<<<<100<0
White129280813917891391789
Two or more races8877913128876128857615
Students with Disabilities263613725351471585642
Economically Disadvantaged273712726664343696631
English Learners166653435956413615839
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248663142687611322846216
Female218664142386631420846416
Male268761132887591324856015
American Indian87769231880622015907510
Asian429553540955553694586
Black127765231377642311736327
Hispanic178265181882641814776323
Native Hawaiian238763132785581517877013
White309261833925982991619
Two or more races238865122990611024866314
Students with Disabilities106251381263523710584842
Economically Disadvantaged127562251476622412726028
English Learners177456261977592315735827
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148572151886691415847016
Female108574151585701511827118
Male178669142087671318866814
American Indian7676033-777723-909010
Asian329562531956452693677
Black574702687668246736727
Hispanic8807220118171197767024
Native Hawaiian<<<<<<<<<100<0
White199273824926882191719
Two or more races12897711189275815867114
Students with Disabilities459564156358373575343
Economically Disadvantaged472682867367274706530
English Learners163633726866321605940
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138269181184731614816719
Female10807020983751711806920
Male168468161484711616816519
American Indian<<<<<<<<8857715
Asian369458623937072291699
Black671652957267285716629
Hispanic879702177871228706230
Native Hawaiian<<<<<<<<<100<0
White17897211169176920907010
Two or more races11827118129280819775923
Students with Disabilities453504736158395575243
Economically Disadvantaged669633157065306696231
English Learners367643357065306615539
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219070102489661118866814
Female168871121887691313837017
Male2593687309263823896511
American Indian-91919<<<<<<<<
Asian369862241955453195645
Black10837317108172196756825
Hispanic14917791887701312837117
Native Hawaiian<100<0<100<0<<<<
White2593677309363723906710
Two or more races1692758278962111892748
Students with Disabilities11776623167458268675933
Economically Disadvantaged9807120108272189766724
English Learners37370271178672211817019
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278861122784571617907310
Female23916892486621413907710
Male31855515308151192391699
Asian2410076035966142696704
Black875672546864328766724
Hispanic28906210198163191792758
White349258841915092195755
Two or more races359459636915591192828
Students with Disabilities-464654-4141593353265
Economically Disadvantaged1179682136461369706130
English Learners<<<<6696331793877
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278760133087571325845916
Female278862123188571225866114
Male278659142987581325835817
American Indian<<<<4090501031100690
Asian419352744965344794476
Black127866221579632112736127
Hispanic138167191578622214766224
Native Hawaiian<<<<<100<030805020
White369356740945463291599
Two or more races33946163589541124886413
Students with Disabilities658524275850427544746
Economically Disadvantaged107566251276642411716029
English Learners86961311069593114725828
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students458843124588431240854515
Female428745134389461139854615
Male488941114888391241864514
American Indian<<<<<<<<<<<<
Asian719625463963245998382
Black288052202979502121755325
Hispanic408646143889511129835417
Native Hawaiian<100<0<<<<<<<<
White5492388549238850904010
Two or more races388446164688421244904510
Students with Disabilities216847321961423914564244
Economically Disadvantaged277952212981521922755325
English Learners398445163989501131865514
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 91.4 State: 90.38Division: State:Division: State:

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

2016-20172017-20182018-2019
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten690708754
Kindergarten4,0014,0664,094
Grade 14,3934,2464,313
Grade 24,3834,4534,346
Grade 34,4344,4744,592
Grade 44,4384,5134,563
Grade 54,4604,5364,642
Grade 64,6384,6344,777
Grade 74,5804,7144,809
Grade 84,6454,6064,753
Grade 95,0194,9134,964
Grade 104,8325,0274,933
Grade 114,6554,5894,756
Grade 124,5374,6244,680
Total Students59,70560,10360,976
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students597056010360976
Female290172911529613
Male306883098831363
American Indian132126117
Asian205720882066
Black155821553215692
Hispanic813087499542
Native Hawaiian9397107
White310923079230597
Two or more races261927192855
Students with Disabilities698971207403
Not Students with Disabilities527165298353573
Economically Disadvantaged183482043019666
Not Economically Disadvantaged413573967341310
English Learners425249755437
Not English Learners554535512855539
Migrant11
Homeless316307406
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision260517031115235081
State4978334419271095854981970
FemaleDivision1441728342012719
State27214151999363331873682
MaleDivision1164975773222362
State2256919220177462536251288
American IndianDivision561000
State123127114274
AsianDivision129292143
State45731128821711553
BlackDivision57665150510445
State79241059810702211500849
HispanicDivision208231761064
State47504926292891961258
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision1590715503812426
State299871610411585831717709
Two or more racesDivision946712123
State23641473934417494
Students with DisabilitiesDivision462641117812
State1022603427101341173104
Economically DisadvantagedDivision32757851149944
State959515820159443026401137
English LearnersDivision2912241671
State1518329526534162581
HomelessDivision83002112
State203616882523657
Foster CareDivision281033
State4413725104724
Military ConnectedDivision1440000
State175295542122029
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students4902441990.1447891.43507.1
Female23692203932226941275.4
Male2533221687.5225288.92238.8
American Indian12121001210000
Asian16816095.216195.842.4
Black1431127789.2128689.91047.3
Hispanic56244679.445380.610618.9
Native Hawaiian0<100<10000
White2543235592.6239594.21244.9
Two or more races17916290.516491.6126.7
Students with Disabilities51642181.643083.38115.7
Economically Disadvantaged111395685.997587.6998.9
English Learners22415569.215770.16729.9
Homeless533871.74177.41120.8
Foster Care171164.71164.7317.6
Military Connected18181001810000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken -3,210 / 16.88%3,289 / 17.2%
Advanced Placement Course Enrollment -4,282 / 22.51%4,261 / 22.28%
Dual Enrollment -2,249 / 11.82%2,269 / 11.86%
Governor’s School Enrollment -365 / 1.92%365 / 1.91%
IB Course Enrollment -116 / .61%190 / .99%
Senior Enrolled in IB Program - -87 / .45%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision4165298428
State800295758128
FemaleDivision2122163323
State404633112723
MaleDivision2043135134
State395662645433
American IndianDivision13<100
State25416535
AsianDivision18015116
State5267459213
BlackDivision117178533
State171681128234
HispanicDivision34022434
State8078522135
Native HawaiianDivision0<100
State1147336
WhiteDivision2322171626
State457613375026
Two or more racesDivision1349628
State3387249826
Students with DisabilitiesDivision26012153
State5663303146
Economically DisadvantagedDivision62734545
State224091294842
English LearnersDivision1579639
State5212340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision-223181
 State-41393623
State LicensuresDivision-2948
 State-17901964
Industry CertificationDivision-54876058
 State-100544109590
Workplace ReadinessDivision-9621244
 State-3077542313
Total Credentials EarnedDivision-67017531
 State-137248157490
Students Earning One or More CredentialsDivision-57466346
 State-109089126113
CTE CompletersDivision-15881451
 State-4240440516
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
68.569.468.5

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,792.004,749.00481.00
2014-20153,938.005,045.00504.00
2015-20163,951.005,085.00557.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students57347238510901593571512678983155760146139644851756698315313151920
Female27927115951073827830129046771429300628171236276151504610821
Male294201226580855293211388516843308467682772812908016497051099
American Indian143729138513126413115627
Asian20784211232043531522207730442038491226
Black15067767403586149868393535501586343815117214501984443655
Hispanic660334816227271124581682968293282921108201639258441
Native Hawaiian76402902019223094211
White31106111646563730381120139662231060558167197292361295519699
Two or more races2274101476424011205063263582303125101788091
Students with Disabilities655446823735462294472022677170298911116536567281458
Economically Disadvantaged174251291638867168501282477576197998992872681855218518231166
English Learners424318475152423823578128471617852615038315117231
Homeless559887610044581377460367254344911986119
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
Subgroup2015-20162016-20172017-2018
All Students97.7197.6895.59
Female97.7597.7595.72
Male97.6697.695.47
American Indian97.6297.4994.78
Asian98.4998.4597.23
Black97.8397.7895.55
Hispanic97.2697.1894.42
Native Hawaiian97.4297.1994.9
White97.7497.7495.86
Two or more races97.3697.4795.58
Students with Disabilities97.0196.9794.24
Economically Disadvantaged96.9596.8594.26
English Learners96.9696.9194.88
Foster Care96.492.46
Military Connected97.6897.7796.71
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses429
Technology Offenses148
Offenses Against Student470
Offenses Against Staff175
Weapons Offenses102
Property Offenses228
All Other Offenses192
Other Offenses Against Persons1,828
Disorderly or Disruptive Behavior Offenses3,250
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2340.250.2210.10.210.02
Asian3.4880.673.4480.733.4770.75
Black26.17355.7626.11855.7325.86155.57
Hispanic12.59610.7113.62713.2814.56712.56
Native Hawaiian0.1610.040.1560.10.1620.09
White53.18728.9452.11626.0351.26926.29
Two or more races4.2093.624.394.034.5274.71
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2340.2210.21
Asian3.4883.4483.477
Black26.17351.7226.11828.5725.86140
Hispanic12.59613.7913.62721.4314.56740
Native Hawaiian0.1610.1560.162
White53.18731.0352.11642.8651.26920
Two or more races4.2093.454.397.144.527
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2340.2210.21
Asian3.4883.4483.477
Black26.17356.2526.11828.5725.86120
Hispanic12.5966.2513.62742.8614.567
Native Hawaiian0.1610.1560.162
White53.18737.552.11628.5751.26980
Two or more races4.2094.394.527
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students33.8230.1730.11
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students39.0232.8938.11
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students80.5768.2774.08
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.56 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 13.93 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%3%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%-1%
High Poverty100%-1%
Low Poverty100%-1%
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2015-201645%53%1%1%
2016-201745%53%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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