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Colonial Beach Public Schools

General school information

Division: Colonial Beach Public Schools
Address: 16 N. Irving Ave Colonial Beach, VA 22443-2324
Superintendent: Mr. Dashan Turner
Region: 3
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


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 77 65 23 14 76 61 24 16 78 62 22
Female 14 82 68 18 18 78 60 22 20 83 63 17
Male 11 73 62 27 11 73 62 27 13 73 60 27
Asian < 100 < 0 < < < < < < < <
Black 3 62 59 38 5 55 50 45 6 53 47 47
Hispanic 12 82 71 18 14 79 64 21 7 67 60 33
White 17 83 66 17 19 84 64 16 21 87 66 13
Two or more races 4 72 68 28 9 76 67 24 12 77 65 23
Students with Disabilities 7 29 22 71 5 33 28 67 8 44 37 56
Economically Disadvantaged 9 70 61 30 9 72 63 28 15 74 60 26
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 75 56 25 21 81 60 19 20 66 45 34
Female 13 63 50 38 16 76 60 24 25 81 56 19
Male 25 88 63 13 27 86 59 14 18 57 39 43
Asian < 100 < 0 < < < < < 100 < 0
Black 8 67 58 33 10 50 40 50 < < < <
White 33 80 47 20 29 93 64 7 23 68 45 32
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 20 40 20 60
Economically Disadvantaged 17 65 48 35 21 76 56 24 20 63 43 38
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 58 42 42 23 71 49 29 28 81 53 19
Female 28 78 50 22 24 59 35 41 26 78 52 22
Male 7 44 37 56 22 83 61 17 31 85 54 15
Black < < < < 7 50 43 50 - 62 62 38
Hispanic < < < < < 100 < 0 < 100 < 0
White 20 67 47 33 35 82 47 18 41 88 47 13
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities - - - 100 < < < < < < < <
Economically Disadvantaged 7 48 41 52 12 60 48 40 22 78 56 22
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 74 64 26 19 66 47 34 18 72 54 28
Female 5 81 76 19 37 79 42 21 22 74 52 26
Male 14 67 52 33 7 57 50 43 15 70 56 30
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < 6 35 29 65
Hispanic < < < < < < < < < 100 < 0
White 12 81 69 19 23 68 45 32 27 88 62 12
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < - 17 17 83 - 27 27 73
Economically Disadvantaged - 63 63 38 9 61 52 39 17 69 52 31
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 84 65 16 9 80 72 20 17 83 67 17
Female 20 95 75 5 9 87 78 13 29 90 62 10
Male 17 74 57 26 9 74 65 26 9 79 70 21
Black < < < < < < < < - 50 50 50
Hispanic < < < < < < < < < < < <
White 26 90 65 10 14 89 75 11 23 94 71 6
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < < < < 8 58 50 42
Economically Disadvantaged 17 76 59 24 3 74 71 26 13 81 68 19
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 77 73 23 20 83 63 17 11 72 61 28
Female 9 83 74 17 29 95 67 5 15 77 62 23
Male - 71 71 29 10 70 60 30 5 65 60 35
Black 8 62 54 38 < < < < 9 55 45 45
Hispanic < 100 < 0 < 100 < 0 < < < <
White 5 91 86 9 24 90 66 10 12 85 73 15
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 4 71 68 29 15 82 67 18 9 63 54 37
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 81 69 19 8 64 56 36 14 80 66 20
Female 29 86 57 14 11 58 47 42 21 88 67 13
Male - 78 78 22 5 70 65 30 5 70 65 30
Black < < < < - 50 50 50 < < < <
Hispanic < 100 < 0 < < < <
White 18 86 68 14 9 73 64 27 19 88 69 13
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 15 75 60 25 4 65 61 35 12 76 64 24
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 92 84 8 4 82 78 18 4 89 85 11
Female 4 88 83 13 5 90 85 10 4 92 88 8
Male 12 96 84 4 3 77 73 23 5 86 82 14
Black - 100 100 0 < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 8 88 80 12 7 90 83 10 6 97 91 3
Two or more races < < < < - 80 80 20 < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 6 88 82 12 2 80 77 20 6 91 85 9
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 75 66 25 8 67 59 33 19 82 62 18
Female 14 75 61 25 12 78 66 22 27 90 63 10
Male 5 76 71 24 6 59 54 41 11 73 61 27
Asian < 100 < 0 < 100 < 0
Black 7 73 67 27 6 50 44 50 - 57 57 43
Hispanic < < < < < < < < < < < <
White 9 79 70 21 7 73 65 27 24 88 65 12
Two or more races < < < < 12 71 59 29 < < < <
Students with Disabilities - 20 20 80 - 36 36 64 < < < <
Economically Disadvantaged 2 71 69 29 12 70 58 30 19 84 65 16
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 71 61 29 13 53 40 48 24 76 52 24
Female 23 69 46 31 20 65 45 35 38 92 54 8
Male - 72 72 28 5 40 35 60 9 59 50 41
Black < < < < 9 36 27 64 < < < <
Hispanic < < < < < 100 < 0
White 9 82 73 18 10 57 48 43 27 82 55 18
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 6 65 59 35 21 58 38 42 20 73 53 27
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 78 70 22 5 78 73 22 15 87 72 13
Female 9 78 70 22 5 90 86 10 16 88 72 12
Male 9 78 70 22 6 71 65 29 14 86 73 14
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < < < <
White 8 76 68 24 6 82 76 18 20 94 74 6
Two or more races < < < < - 73 73 27 < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 75 75 25 7 76 69 24 18 94 76 6
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 72 64 28 13 74 62 26 13 75 62 25
Female 9 79 70 21 15 79 63 21 11 80 69 20
Male 7 66 59 34 11 70 60 30 14 71 57 29
Asian < 100 < 0 < < < < < < < <
Black 2 55 53 45 3 48 45 52 3 55 52 45
Hispanic 10 67 57 33 19 94 75 6 13 80 67 20
White 8 79 70 21 15 82 67 18 16 82 66 18
Two or more races 10 68 58 32 12 70 58 30 16 77 61 23
Students with Disabilities 6 35 30 65 6 35 30 65 10 45 35 55
Economically Disadvantaged 5 66 61 34 11 73 62 27 12 74 62 26
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 76 61 24 15 74 60 26 16 75 59 25
Female 6 69 63 31 12 64 52 36 13 88 75 13
Male 24 82 59 18 18 86 68 14 18 68 50 32
Asian < 100 < 0 < < < < < 100 < 0
Black 8 62 54 38 - 50 50 50 < < < <
White 27 87 60 13 21 86 64 14 16 74 58 26
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 20 50 30 50
Economically Disadvantaged 13 67 54 33 12 76 65 24 15 73 58 28
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 67 52 33 22 69 47 31 23 72 49 28
Female 17 78 61 22 24 71 47 29 15 70 56 30
Male 14 61 46 39 21 68 47 32 31 73 42 27
Black 10 50 40 50 7 40 33 60 - 46 46 54
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 68 52 32 29 88 59 12 31 84 53 16
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 29 29 71 < < < < < < < <
Economically Disadvantaged 7 64 57 36 19 62 42 38 20 69 49 31
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 71 64 29 17 77 60 23 28 82 54 18
Female 14 86 71 14 21 89 68 11 30 91 61 9
Male - 57 57 43 14 68 54 32 26 74 48 26
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < 6 53 47 47
Hispanic < < < < < 100 < 0 < 100 < 0
White 8 77 69 23 19 75 56 25 41 96 56 4
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < - 42 42 58 9 45 36 55
Economically Disadvantaged 4 63 58 38 16 75 59 25 26 83 57 17
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 80 66 20 9 83 74 17 13 83 70 17
Female 15 80 65 20 13 87 74 13 10 95 86 5
Male 13 79 67 21 4 78 74 22 15 76 61 24
Black < < < < < < < < - 60 60 40
Hispanic < < < < < 100 < 0 < < < <
White 16 81 65 19 11 89 79 11 14 89 74 11
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < < < < 8 58 50 42
Economically Disadvantaged 7 72 66 28 6 76 71 24 9 81 72 19
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 59 55 41 22 76 54 24 11 76 65 24
Female 9 65 57 35 24 86 62 14 15 77 62 23
Male - 52 52 48 20 65 45 35 5 75 70 25
Black - 46 46 54 < < < < - 55 55 45
Hispanic < < < < < 100 < 0 < 100 < 0
White 5 73 68 27 24 86 62 14 15 85 69 15
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 57 57 43 15 73 58 27 9 69 60 31
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 79 79 21 3 59 56 41 4 68 64 32
Female - 85 85 15 6 75 69 25 8 77 69 23
Male - 73 73 27 - 44 44 56 - 60 60 40
Black < < < < - 40 40 60 < < < <
Hispanic < 100 < 0 < < < <
White - 84 84 16 - 71 71 29 5 84 79 16
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 71 71 29 - 61 61 39 5 64 59 36
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 75 72 25 3 78 75 23 5 74 69 26
Female 6 84 77 16 6 89 83 11 3 78 75 22
Male - 65 65 35 - 68 68 32 7 70 63 30
Black - 67 67 33 < < < < - 65 65 35
Hispanic < < < < < 100 < 0 < 100 < 0
White 5 85 80 15 4 81 78 19 5 79 74 21
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 3 71 69 29 3 76 72 24 5 77 72 23
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 63 61 37 3 56 53 44 - 67 67 33
Female 3 77 73 23 6 53 47 47 - 68 68 32
Male - 50 50 50 - 59 59 41 - 65 65 35
Black - 33 33 67 < < < < < < < <
Hispanic < < < < < < < < < 100 < 0
White 3 68 66 32 4 70 65 30 - 70 70 30
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 51 51 49 5 52 48 48 - 64 64 36
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 92 81 8 21 92 72 8 7 73 67 27
Female 8 92 83 8 23 91 68 9 < < < <
Male 14 93 79 7 18 94 76 6 < < < <
Black < < < < < 100 < 0 < < < <
Hispanic < < < < < 100 < 0
White - 100 100 0 19 90 71 10 9 73 64 27
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 12 88 76 12 20 93 73 7 - 75 75 25
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 83 78 17 10 78 68 22 14 83 69 17
Female 4 87 83 13 9 82 73 18 14 83 70 17
Male 7 79 73 21 10 74 64 26 14 82 68 18
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < 100 < 0
Black - 65 65 35 - 54 54 46 2 53 51 47
Hispanic 9 91 82 9 33 92 58 8 < 100 < 0
White 6 89 83 11 11 85 74 15 17 90 73 10
Two or more races 5 77 73 23 7 73 67 27 13 94 81 6
Students with Disabilities - 36 36 64 - 34 34 66 - 39 39 61
Economically Disadvantaged - 76 76 24 8 75 67 25 13 80 67 20
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 74 71 26 17 70 53 30 24 76 51 24
Female 5 76 71 24 21 79 58 21 23 73 50 27
Male - 71 71 29 14 64 50 36 26 78 52 22
Asian < < < < < 100 < 0
Black < < < < < < < < 6 47 41 53
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 4 85 81 15 19 75 56 25 40 88 48 12
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < - 46 46 54 - 36 36 64
Economically Disadvantaged - 58 58 42 15 64 48 36 24 74 50 26
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 75 75 25 3 69 67 31 7 80 74 20
Female - 85 85 15 6 72 67 28 4 83 79 17
Male - 68 68 32 - 67 67 33 9 77 68 23
Black < < < < - 50 50 50 < < < <
Hispanic < 100 < 0 < 100 < 0
White - 83 83 17 5 82 77 18 9 85 76 15
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 65 65 35 - 60 60 40 6 73 67 27
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 83 75 17 17 88 71 13 6 85 79 15
Female 4 88 85 12 12 88 76 12 7 86 79 14
Male 11 78 67 22 22 87 65 13 5 84 79 16
American Indian < 100 < 0 < 100 < 0
Black - 73 73 27 < < < < < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 10 87 77 13 17 91 74 9 9 96 87 4
Two or more races < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 78 78 22 13 88 75 13 - 83 83 17
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 92 83 8 4 93 89 7 24 94 70 6
Female 7 93 87 7 - 93 93 7 25 94 69 6
Male < < < < 7 93 86 7 24 94 71 6
Black < < < < < 100 < 0 < 100 < 0
White 6 94 88 6 - 94 94 6 20 92 72 8
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged - 92 92 8 4 91 87 9 25 96 71 4
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 91 84 9 3 72 69 28 7 82 76 18
Female 3 90 87 10 - 77 77 23 10 85 75 15
Male 12 92 81 8 4 70 65 30 4 80 76 20
Black < < < < < < < < - 62 62 38
Hispanic < 100 < 0 < 100 < 0
White 8 95 86 5 4 83 79 17 11 93 81 7
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 88 88 12 4 73 69 27 - 77 77 23
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 84 66 16 20 86 66 14 20 82 62 18
Female 17 86 69 14 18 84 67 16 20 84 64 16
Male 18 82 64 18 22 88 66 12 21 80 59 20
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 72 67 28 4 74 70 26 - 62 62 38
Hispanic 23 92 69 8 < < < < < < < <
White 21 86 65 14 23 92 69 8 26 87 61 13
Two or more races 17 87 70 13 30 80 50 20 24 88 65 12
Students with Disabilities - 43 43 57 13 55 42 45 10 19 10 81
Economically Disadvantaged 7 78 71 22 16 84 68 16 17 82 66 18
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 93 87 7 6 92 85 8 11 87 76 13
Female 4 92 88 8 - 90 90 10 8 92 83 8
Male 10 95 86 5 11 93 81 7 14 81 67 19
American Indian < 100 < 0 < 100 < 0
Black - 83 83 17 < 100 < 0 < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 9 95 86 5 7 93 87 7 11 93 81 7
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged - 93 93 7 6 88 81 13 10 90 80 10
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 57 95 38 5 32 91 58 9 7 71 64 29
Female 50 100 50 0 33 90 57 10 15 70 55 30
Male 64 91 27 9 31 91 59 9 - 73 73 27
White 60 100 40 0 38 94 56 6 11 75 64 25
Two or more races < < < < < < < < < < < <
Students with Disabilities < 100 < 0 17 67 50 33 < < < <
Economically Disadvantaged < < < < 29 88 59 12 - 74 74 26
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 90 65 10 18 95 77 5 4 88 83 13
Female 22 87 65 13 - 100 100 0 - 91 91 9
Male 28 92 64 8 40 90 50 10 8 85 77 15
Black 9 73 64 27 < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 30 93 63 7 18 100 82 0 5 86 82 14
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < <
Economically Disadvantaged 7 89 82 11 17 100 83 0 - 91 91 9
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 94 84 6 19 84 65 16 35 91 56 9
Female 13 93 80 7 28 83 56 17 39 100 61 0
Male 6 94 88 6 11 84 74 16 30 80 50 20
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0
White 14 95 81 5 24 90 67 10 42 94 52 6
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 5 89 84 11 8 80 72 20 28 88 59 13
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 70 57 30 19 69 50 31 33 77 44 23
Female 16 76 61 24 13 56 44 44 22 70 48 30
Male 10 65 55 35 25 80 55 20 44 84 40 16
Asian < 100 < 0 < 100 < 0
Black 6 56 50 44 - 53 53 47 - 54 54 46
Hispanic < < < < < 100 < 0 < < < <
White 11 71 61 29 28 83 56 17 50 88 38 13
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 28 28 72 < < < < < < < <
Economically Disadvantaged 10 60 50 40 15 65 50 35 25 75 50 25
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.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 86.49 State: 89.72 Division: 92 State: 88.34 Division: 95.45 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten303131
Kindergarten484351
Grade 1405049
Grade 2374650
Grade 3464552
Grade 4365050
Grade 5454655
Grade 6475553
Grade 7415256
Grade 8424649
Grade 9344749
Grade 10543443
Grade 11485137
Grade 12494446
Total Students597640671
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

2018 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
Subgroup 2016-20172017-20182018-2019
All Students597640671
Female288308333
Male309332338
American Indian544
Asian766
Black132135159
Hispanic232025
White366405411
Two or more races646864
Students with Disabilities789795
Not Students with Disabilities519543576
Economically Disadvantaged383329370
Not Economically Disadvantaged214311301
English Learners4412
Not English Learners593636659
Homeless673030
Military Connected61211
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 2018: 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 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 18 28 1 0 3 6
State 50979 36013 2733 1046 5404 1786
Female Division 7 12 0 0 2 0
State 27837 15823 920 366 1922 656
Male Division 11 16 1 0 1 6
State 23142 20190 1813 680 3482 1130
Black Division 1 11 0 0 0 1
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 10 14 0 0 3 5
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division < < < < 0 <
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 5 17 0 0 3 4
State 10704 17342 1680 460 2640 1096
Homeless Division < < < < < <
State 232 695 90 42 303 61
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 Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students564783.94783.935.4
Female211990.51990.529.5
Male352880288012.9
Black131292.31292.300
Hispanic0<100<10000
White322475247539.4
Two or more races0<100<10000
Students with Disabilities0<<<<00
Economically Disadvantaged292275.92275.9310.3
Homeless0<<<<<<
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 Type 2015-20162016-20172017-2018
Advanced Placement Test Taken7 / 3.63%15 / 8.11%10 / 5.68%
Advanced Placement Course Enrollment18 / 9.33%25 / 13.51%12 / 6.82%
Dual Enrollment59 / 30.57%51 / 27.57%60 / 34.09%
Governor’s School Enrollment4 / 2.07%5 / 2.7%4 / 2.27%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 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.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 35 22 37
State 82482 57560 30
Female Division 21 17 19
State 41546 31230 25
Male Division 14 < 100
State 40936 26330 36
Black Division 0 < 100
State 18272 11640 36
White Division 25 14 44
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 20 12 40
State 23515 13119 44
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
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision555
 State179019641412
Industry CertificationDivision115121117
 State100544109590103892
Workplace ReadinessDivision395632
 State307754231350242
Total Credentials EarnedDivision159182154
 State137248157490159017
Students Earning One or More CredentialsDivision102102105
 State109089126113127744
CTE CompletersDivision294337
 State424044051640514
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 Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 11 15 3 20%
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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
61.3 60.2 65.9

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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

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 Funding State Federal
2014-20153,842.006,321.001,075.00
2015-20164,489.006,139.001,352.00
2016-20176,207.006,444.001,294.00

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 Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-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 Students563231421591291446051399652831
Female2759892811470280665309520
Male288146123101574325734343311
American Indian0000000000000000
Asian0000000000000000
Black119627127833134221141110
Hispanic27601290102620026001
Native Hawaiian000000000000
White339612113561781375636404500
Two or more races68201654205934170220
Students with Disabilities86614927219913099100
Economically Disadvantaged3911911153582394385384350521
English Learners00000000000010000
Homeless874268511204300038100
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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 14
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 30
Disorderly or Disruptive Behavior Offenses 31
Alcohol, Tobacco, and Other Drug Offenses <
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.8220.8381.060.6251.32
Asian0.8221.1730.938
Black20.55941.7522.11142.5521.09444.74
Hispanic5.0993.883.8532.133.1251.32
Native Hawaiian0.3132.63
White61.18443.6961.30735.1163.28136.84
Two or more races11.51310.6810.7219.1510.62513.16
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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.8220.8380.625
Asian0.8221.1730.938
Black20.55922.11121.094
Hispanic5.0993.8533.125
Native Hawaiian0.313
White61.18461.30763.281
Two or more races11.51310.7210.625
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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.8220.8380.625
Asian0.8221.1730.938
Black20.55922.11121.094
Hispanic5.0993.8533.125
Native Hawaiian0.313
White61.18410061.30763.281
Two or more races11.51310.7210.625
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 Students 63.6973.5873.4
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 Students 44.749.0662.64
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 Students 58.7471.673.6
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.8 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 9.36 : 1

student 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
  2016-20172017-2018
Provisional Special Education0%0%
Provisional24%15%
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.

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: 2017-2018

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 Degree Master's Degree Doctoral Degree Other
2015-201663%33%0%4%
2016-201770%30%0%0%
2017-201870%26%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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