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General school information

Division: Clarke County Public Schools
Address: 309 W Main St Berryville, VA 22611
Superintendent: Dr. Chuck Bishop
Region: 4
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 Schools4
Fully Accredited4

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 StudentsDivision949894
 Virginia848586
FemaleDivision959893
 Virginia888989
MaleDivision939995
 Virginia818283
American IndianDivision100100
 Virginia788484
AsianDivision100100100
 Virginia909092
BlackDivision100100<
 Virginia777979
HispanicDivision100100<
 Virginia767676
WhiteDivision959896
 Virginia898990
Two or more racesDivision79100<
 Virginia898889
Students with DisabilitiesDivision36<80
 Virginia525353
Economically DisadvantagedDivision8010085
 Virginia747575
English LearnersDivision100100<
 Virginia676767
Gap Group 2Division100100<
 Virginia777979
Gap Group 3Division100100<
 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 Students147460261378652215826718
Female177862221682671818856715
Male117059301174632612796621
American Indian<100<0<100<0<100<0
Asian248865127938774292508
Black65548451163533720775723
Hispanic459554156762338675933
White157761231480662015846916
Two or more races65954411569543112716029
Students with Disabilities934256693728637474153
Economically Disadvantaged350475046056408645636
English Learners-333367-292971-424258
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146147391663463711746426
Female156954312669433112746226
Male13524048857494310756525
Black<<<<<<<<<<<<
Hispanic-58584214432957-737327
White166448361465513511796721
Two or more races<<<<336733338463854
Students with Disabilities1443295717442856-131388
Economically Disadvantaged-303070-4444562464454
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457261577622318745626
Female238258182080592023785522
Male10655435975662513705730
Asian<100<0<<<<<100<0
Black<<<<<<<<<<<<
Hispanic-808020-828218-626238
White197354271879612119745626
Two or more races20604040<<<<25835817
Students with Disabilities-3131691367533319563844
Economically Disadvantaged367633335552455575143
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187759231878602223886512
Female207657241884661625876213
Male167761231771542921906910
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic6504450-77772320735327
White218463162280582024906610
Two or more races9554545<<<<<<<<
Students with Disabilities-252575622177810766724
Economically Disadvantaged7504350126958319766724
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12736127971622917806420
Female137663241478652221866514
Male11705930667603311736127
Asian<100<0<100<0<<<<
Black<<<<<<<<<100<0
Hispanic9453655-444456-696931
White137966211077672320826318
Two or more races<<<<867583320705030
Students with Disabilities1320780-7793-373763
Economically Disadvantaged-525248-4141596706430
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177154291280682019785922
Female197455261383701720886812
Male166852321177662318705330
Asian<100<0<100<0<100<0
Black<<<<<<<<
Hispanic-5757431577622310625238
White207353271282711819836317
Two or more races<<<<-6060408696231
Students with Disabilities1827973-212179-191981
Economically Disadvantaged6443956881731912594641
English Learners<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117161291177662313826818
Female178164191084741618826318
Male6645836117058308827418
Asian<<<<<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<-67673315543846
White127361271279662114877313
Two or more races<<<<<<<<-555545
Students with Disabilities153115691224127611503950
Economically Disadvantaged5454155358554212726028
English Learners<<<<<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students78982111293817692868
Female108878121295835695905
Male49186913927986908310
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<10908010<<<<
Hispanic<<<<<100<07797121
White89082101292808593887
Two or more races<100<0<100<020100800
Students with Disabilities-636338136552356716529
Economically Disadvantaged-656535380772013877413
English Learners<<<<<<<<<<<<
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 Students187557251880632019785922
Female248359172086661426866014
Male136956311575602512705830
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black18654735-606040-707030
Hispanic4635937-55554513604740
White197657242083631720806020
Two or more races8756725862543820755525
Students with Disabilities6352965164125599342666
Economically Disadvantaged555494525755436696331
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117159291473592715725828
Female148369171884671622805820
Male10625238106050407645736
Asian<<<<<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<-424258-575743
White127058301778612217765924
Two or more races<<<<<<<<<<<<
Students with Disabilities825177520244761421779
Economically Disadvantaged5555045-4545558686032
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062202085651522825918
Female21856415228765133091619
Male147460261884661616735827
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black<<<<-707030<<<<
Hispanic<<<<<<<<25633838
White208060202387641322836017
Two or more races<<<<<<<<36100640
Students with Disabilities5534747125846425433857
Economically Disadvantaged-58584236966314716729
English Learners<<<<<<<<<<<<
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 Students127260281178672212847116
Female147662241182711813877314
Male116958311175642511817019
American Indian<100<0<100<0<<<<
Asian179679499182917897211
Black75144491470563010807020
Hispanic1066563497768235807520
White137461261179682113857215
Two or more races106352371172612812705830
Students with Disabilities738326284234586534747
Economically Disadvantaged653484756661344696531
English Learners7443756-444456-595941
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9524248956464411705930
Female8524448861533912705830
Male115241481051414910716129
Asian<100<0<100<0<<<<
Black<<<<<<<<<<<<
Hispanic85042507362964-828218
White10534347958494213705730
Two or more races<<<<8504250-585842
Students with Disabilities1531156917442856-6694
Economically Disadvantaged3181582-282872-404060
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137360271376632420856515
Female127664241079692121826118
Male157156291671562919876813
Asian<100<0<<<<<100<0
Black<<<<<<<<<<<<
Hispanic14645036186445368776923
White137663241578632220876713
Two or more races20604040<<<<33754225
Students with Disabilities-2121791333206713695631
Economically Disadvantaged1060504065650443787522
English Learners<<<<<<<<<<<<
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156752332172502815756025
Female226947312376532413766324
Male106656342067473317745726
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic-404060156954317676033
White177154292273512717796221
Two or more races1864453630603040<<<<
Students with Disabilities-191981-11118910433357
Economically Disadvantaged333306746258389504150
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249167928886112695895
Female27936572991639796894
Male2189681128875913593897
Asian<100<0<100<0<<<<
Black<100<0<<<<<100<0
Hispanic18917391994756-1001000
White26916592892638696904
Two or more races<<<<30704030<<<<
Students with Disabilities135340477504350-838317
Economically Disadvantaged1285731522785622691849
English Learners<100<0<100<0<<<<
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247248281682661819826318
Female27775123158569152391689
Male226645341780632016756025
Asian<100<0<100<0
Black<<<<<100<0<<<<
Hispanic17584242-9191914735927
White277649241981621921846316
Two or more races<<<<883751714796421
Students with Disabilities19381962-2121796383163
Economically Disadvantaged84638544928883605840
English Learners<<<<<100<0<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<<<<<100<0
Male<<<<<<<<<100<0
White<<<<<<<<<100<0
Students with Disabilities<<<<<<<<<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students274712638683144878313
Female37673244908610692858
Male272702838178191838217
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black<<<<<<<<<100<0
Hispanic-91919-939375898411
White373702748682144878313
Two or more races<<<<<<<<-828218
Students with Disabilities-484852-585842-585842
Economically Disadvantaged-6363372747126-888812
English Learners<<<<<<<<<<<<
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students873652728077206867914
Female107868223827918795895
Male668623227876226746826
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black<<<<<<<<<<<<
Hispanic7676033-838317-585842
White874662627977217908310
Two or more races9645536<100<0<<<<
Students with Disabilities-333367-464654<<<<
Economically Disadvantaged3595741-727228-656535
English Learners<<<<<<<<<<<<
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11786722887791316897311
Female108475161190791019897011
Male13736027584791614907610
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic<<<<8837517-1001000
White10796921887781316897311
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged883751768175191894766
English Learners<100<0<100<0<100<0
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 Students118271181085761516877113
Female11827118988781216877113
Male118371171083731716887213
American Indian<100<0<100<0<<<<
Asian6948961310087050100500
Black-656535-67673311685832
Hispanic11796721483791711796821
White128372171186751416907310
Two or more races11776623584791612736127
Students with Disabilities34846521147375311665534
Economically Disadvantaged463593727472268746626
English Learners-474753<<<<<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20795921228360174392498
Female20806120248662144494506
Male207858222078582242894811
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic-565644885771536865014
White27865914268458164394516
Two or more races964553610605040<<<<
Students with Disabilities-313169635296525755025
Economically Disadvantaged3474353876682425815619
English Learners<<<<<<<<<100<0
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107766231182711812887612
Female12695831118776139887912
Male98172191076652414887413
Asian<100<0<100<0<100<0
Black<<<<<<<<<100<0
Hispanic<<<<-5858428756725
White107667241384711613907710
Two or more races<<<<<<<<-707030
Students with Disabilities-3838622146255421573643
Economically Disadvantaged-57574336158394837917
English Learners<<<<<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1086761478982111393807
Female108677145918691595795
Male1186751498779131191809
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black<<<<<<<<<<<<
Hispanic22896711892838<<<<
White1086761468882121495815
Two or more races7878013<100<0<<<<
Students with Disabilities-474753-474753-646436
Economically Disadvantaged9706130-828218-676733
English Learners<100<0<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3828018486821410857515
Female2838117486821410817119
Male4827818486821410887812
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<100<0-92928<<<<
White3827918585801510877713
Two or more races<100<0-92928<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged-909010-858515-808020
English Learners<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students688821238986114807620
Female5888312-8888123797621
Male888811279083104817619
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic<<<<<100<0-777723
White689831148985115807520
Two or more races<100<0<100<0<<<<
Students with Disabilities7645736-606040-626238
Economically Disadvantaged11837217-717129-616139
English Learners<<<<<<<<
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 Students248459161985661520866614
Female248460161683671718876913
Male258358172186651422856315
American Indian<100<0<100<0<<<<
Asian3010070036100640<<<<
Black1568543247571259706130
Hispanic18836517884761619846516
White268459162085651519876713
Two or more races17776123971622922836117
Students with Disabilities85850421861433915675133
Economically Disadvantaged8696131568633215735827
English Learners11584742<<<<<<<<
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1391789179275811907910
Female1488741314877413993847
Male1395825209576512877413
American Indian<100<0<<<<
Asian<100<0<100<0<<<<
Black<<<<<<<<<<<<
Hispanic<<<<-9191923856215
White15947962092728992838
Two or more races<<<<<<<<2592678
Students with Disabilities67671247807320-737327
Economically Disadvantaged4787422-919197706330
English Learners<<<<<<<<<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students45894511
Female45884312
Male44904610
Asian<100<0
Black<100<0
Hispanic27100730
White48904210
Two or more races<<<<
Students with Disabilities7575043
Economically Disadvantaged24886412
English Learners<100<0
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14907610159681417846716
Female13897711119684413887512
Male16907410179678421795821
Asian<100<0<100<0<100<0
Black<<<<<100<0<<<<
Hispanic2093737<<<<-93937
White14907610139683418846616
Two or more races17836717<<<<<<<<
Students with Disabilities-797921187355275474253
Economically Disadvantaged-77772358075203716829
English Learners<<<<<100<0
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10746426117564256827518
Female1074642697667244767324
Male11746326137461268867814
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic10807020<<<<<<<<
White11726228117564256817519
Two or more races<100<0<<<<<100<0
Students with Disabilities-404060-383862<<<<
Economically Disadvantaged45854424615739-676733
English Learners<<<<<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26764924
Female22775523
Male32744226
Asian<100<0
Black<<<<
Hispanic8696231
White28764824
Two or more races<100<0
Students with Disabilities6221778
Economically Disadvantaged3595641
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228159192080602024906510
Female228361171881631929896011
Male218058202179572120907010
Asian<100<0<100<0<100<0
Black<100<0<<<<<100<0
Hispanic<<<<-8383172592678
White228058202279572126906410
Two or more races<<<<<<<<-808020
Students with Disabilities-4545555322668-585842
Economically Disadvantaged568643266659342592678
English Learners<<<<<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students468842122774472636834717
Female499041102776482432835117
Male438643142773452739834417
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic19816319973642738693131
White49914393177472336855015
Two or more races50752525<<<<42834217
Students with Disabilities115039501562463829714329
Economically Disadvantaged14766224953444728673933
English Learners<<<<<100<0<<<<
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: 93.43 State: 91.04Division: 86.03 State: 91.28Division: >95 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-kindergarten142723
Kindergarten130106118
Grade 1136136115
Grade 2152134141
Grade 3132159143
Grade 4147136164
Grade 5131146137
Grade 6131132146
Grade 7168138144
Grade 8146169152
Grade 9185159178
Grade 10202192161
Grade 11164203184
Grade 12168158198
Total Students2,0061,9952,004
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 Students200619952004
Female978962969
Male102810331035
American Indian554
Asian323329
Black736067
Hispanic141157172
White164616241590
Two or more races109116142
Students with Disabilities204235225
Not Students with Disabilities180217601779
Economically Disadvantaged384405484
Not Economically Disadvantaged162215901520
English Learners353542
Not English Learners197119601962
Homeless13114
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 StudentsDivision121698131
State4917334246347093350192269
FemaleDivision50323100
State268261510112433531834822
MaleDivision71375031
State2234719145222758031851447
AsianDivision<<<<0<
State44281224891612962
BlackDivision<<<<<<
State79001054014302301415981
HispanicDivision581000
State44244514381851538310
WhiteDivision104536111
State300171650514315601740817
Two or more racesDivision731000
State222313111283616089
Students with DisabilitiesDivision1108000
State946531134691091067120
Economically DisadvantagedDivision9144020
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
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 Students20319897.51999831.5
Female868598.88610000
Male11711396.611396.632.6
Asian0<100<10000
Black0<<<<<<
Hispanic14141001410000
White16616398.216498.81.6
Two or more races11111001110000
Students with Disabilities19191001910000
Economically Disadvantaged292793.12793.126.9
English Learners0<100<10000
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 Taken50 / 6.95%72 / 10.11%71 / 9.85%
Advanced Placement Course Enrollment95 / 13.21%138 / 19.38%165 / 22.88%
Dual Enrollment241 / 33.52%139 / 19.52%136 / 18.86%
Governor’s School Enrollment - -5 / .69%
IB Course Enrollment257 / 35.74%273 / 38.34%320 / 44.38%
Senior Enrolled in IB Program23 / 3.2%10 / 1.4%14 / 1.94%
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 StudentsDivision16511431
State807645806228
FemaleDivision877217
State410163155223
MaleDivision784246
State397482651033
AsianDivision0<100
State5269454514
BlackDivision10<100
State175771162334
HispanicDivision0<100
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision1379729
State467663441226
Two or more racesDivision0<100
State3210234527
Students with DisabilitiesDivision0<100
State5865307548
Economically DisadvantagedDivision251156
State228881345141
English LearnersDivision0<100
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 AssessmentsDivision---
 State502439714139
State LicensuresDivision-1713
 State90516731790
Industry CertificationDivision35193179
 State6932189541100544
Workplace ReadinessDivision363960
 State283493366530775
Total Credentials EarnedDivision71249252
 State103599128850137248
Students Earning One or More CredentialsDivision70230247
 State86257104867109089
CTE CompletersDivision966079
 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 Students51613455.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students731014645.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students70903437.8%
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
65.265.865.6

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
2012-20135,997.004,135.00524.00
2013-20145,876.004,203.00476.00
2014-20156,057.004,458.00581.00

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 Students19261153362191210224561807151474717921505246
Female961581920933521723867792221857693222
Male96557144297950733940722526935812024
American Indian10000000000000000
Asian38002322003012028001
Black65614693045650161603
Hispanic1284371478181401265159975
Native Hawaiian0000
White157896264315578420411469118383914311123935
Two or more races10693610343310715121102352
Students with Disabilities1761322320217571961411101963087
Economically Disadvantaged37135171637339923369451523378501814
English Learners33212422003620042431
Homeless1232114442104368313
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 Students95.5795.1695.33
Female95.4295.0195.19
Male95.7195.395.46
American Indian96.7295.6394.62
Asian96.9496.2396.52
Black95.9795.7195.98
Hispanic95.7494.8895.24
White95.5595.1695.34
Two or more races94.7995.0294.75
Students with Disabilities94.8394.1794.31
Economically Disadvantaged93.6393.4294.22
English Learners97.0395.7294.49
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 Offenses19
Disorderly or Disruptive Behavior Offenses<
Other Offenses Against Persons<
Weapons Offenses<
Offenses Against Student<
Technology Offenses<
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.249.251.2
Asian1.5951.6541.447
Black3.6393.0087.143.343
Hispanic7.0297.878.583
Native Hawaiian
White82.05410081.40471.4379.34180
Two or more races5.4345.81521.437.08620
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.249.251.2
Asian1.5951.6541.447
Black3.6393.00811.113.34311.11
Hispanic7.0297.8711.118.583
Native Hawaiian
White82.05410081.40466.6779.34188.89
Two or more races5.4345.81511.117.086
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.249.251.2
Asian1.5951.6541.447
Black3.6393.0083.343
Hispanic7.0297.878.583
Native Hawaiian
White82.05481.40479.341100
Two or more races5.4345.8157.086
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 Students20.0720.8821.3
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 Students2325.5433.72
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students72.7569.6974.88
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 12.31 : 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 icon

2014-2015 Grades 8-12 Student Teacher Ratio: 12.45 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional5%6%
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
 2013-20142014-20152015-2016
Division
All Schools1%1%-
High Poverty---
Low Poverty1%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
2013-201439%58%2%1%
2014-201542%57%1%0%
2015-201638%61%1%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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