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General school information

Division: Colonial Heights City Public Schools
Address: 512 Boulevard Colonial Heights, VA 23834-3798
Superintendent: Dr. Joseph O. Cox Jr.
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools5
Fully Accredited5

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision888690
 Virginia858687
FemaleDivision938891
 Virginia898990
MaleDivision848389
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision878384
 Virginia797981
HispanicDivision948387
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision878590
 Virginia899091
Two or more racesDivision9194100
 Virginia888989
Students with DisabilitiesDivision575468
 Virginia535354
Economically DisadvantagedDivision777484
 Virginia757578
English LearnersDivision100100
 Virginia676762
Gap Group 2Division878384
 Virginia797981
Gap Group 3Division948387
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138269181380672013796521
Female158570151480662015816619
Male127967211279682112766424
American Indian<100<0<<<<
Asian248964112179572112786622
Black770633076962318686032
Hispanic137764231076662413786622
Native Hawaiian<<<<<100<0<100<0
White148570151583681715816719
Two or more races158267181279672114816719
Students with Disabilities853454775144499514149
Economically Disadvantaged10766624107364279726328
English Learners1876582434441562615939
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12806820975662514715729
Female14816719671642915756025
Male118069201280682012665434
Asian<<<<<<<<<<<<
Black4646036562573812574543
Hispanic23694631<<<<7716429
Native Hawaiian<<<<<100<0
White138572151181701916766124
Two or more races<100<06756925<<<<
Students with Disabilities136552351562463813554245
Economically Disadvantaged10817119772652811645336
English Learners<<<<-3030708585042
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208565152077582314786522
Female238360172679542114796521
Male178770131576612413776423
Asian<100<0<<<<<100<0
Black1177662345754436716529
Hispanic1981631927825518-505050
White228664142580562016826618
Two or more races29936471486711421795721
Students with Disabilities16796321752444822613939
Economically Disadvantaged15836717187456268766824
English Learners<100<0<<<<-505050
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062201981611923825918
Female188162192080602031855415
Male177962211981621916806420
Asian<100<0<<<<<<<<
Black13705730157358283726928
Hispanic10807020139481645823618
White198162192082631828855715
Two or more races138169192575502517897211
Students with Disabilities93828631357434312463554
Economically Disadvantaged157459261673572717786122
English Learners40100600<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659241581661916776123
Female168266181782651816755925
Male187052301279672116796321
Asian<<<<<100<0<<<<
Black1263513786456367676033
Hispanic-838317973642713756325
White208060201784671618806120
Two or more races10706030780732014867114
Students with Disabilities1051414974841526393261
Economically Disadvantaged10705930870613012675533
English Learners-454555<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128473161181701911806920
Female158974111683671715846816
Male879712167972216767024
Asian<100<0<<<<<<<<
Black783771787972216726628
Hispanic11685832883751710908010
White128775131283711712837117
Two or more races<<<<1775582516685332
Students with Disabilities552484875750433474453
Economically Disadvantaged679732187870225756925
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108069201275632510726228
Female128775131275632511766524
Male9726328117463269675833
Asian<100<0<100<0<<<<
Black2636137461573913635037
Hispanic-808020115847428776923
White11847316137865228736527
Two or more races20705030<<<<18735527
Students with Disabilities343405723634642444156
Economically Disadvantaged469653166861328675933
English Learners<100<0<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68882136878113791849
Female78881127898311694886
Male487831368580158887913
Asian1080702020705030<100<0
Black-73732737674244848016
Hispanic21795721-8383171195845
White692868792848891839
Two or more races<100<0<<<<<<<<
Students with Disabilities5595441-53534713665334
Economically Disadvantaged573672747875224858115
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167559251674582620765624
Female198061202279572125835717
Male137058301069593114675433
Asian78073202684581618735527
Black565603566256389625238
Hispanic12736227967583313695631
White197657241978592223795621
Two or more races22947261161503916796321
Students with Disabilities537326333432668413359
Economically Disadvantaged11675633764563612695731
English Learners<<<<<<<<12473553
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146652341570543019684932
Female197758232078582225765024
Male95445461060504012594841
Asian<<<<<<<<<<<<
Black556514477266288605340
Hispanic964553616533747-464654
White166650341671552924724828
Two or more races30906010<<<<20806020
Students with Disabilities5262174-2525755322768
Economically Disadvantaged14594441963553710645436
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188567151879612120836317
Female20836317247956212591659
Male17877013978692215766024
Asian<<<<23856215<<<<
Black5767024554494612645236
Hispanic13806720-86861421846316
White238764132184631622876513
Two or more races<100<0<<<<<<<<
Students with Disabilities5494351645395513534147
Economically Disadvantaged8746526664583614766224
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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158367171481671913796621
Female158470161482691813816819
Male168165191580652013776323
American Indian<100<0<<<<
Asian4292508358954113896584
Black671642967165296706430
Hispanic12806820107969218797121
Native Hawaiian<100<0<100<0<100<0
White178669141783671715816619
Two or more races1479652148177197776923
Students with Disabilities854464665448467504250
Economically Disadvantaged12796721107666249746526
English Learners298152191277652312766424
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14796521972632814675333
Female13806720965563515705430
Male15796421980712013655235
Asian<100<0<<<<<100<0
Black458544234946518504250
Hispanic15695431<<<<21715029
Native Hawaiian<100<0<100<0
White148470161380672014735827
Two or more races<<<<-888813<<<<
Students with Disabilities165640441554384616422658
Economically Disadvantaged13786523569643110574743
English Learners<<<<-55554517836717
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students34915793285531518836517
Female31926183288561215826718
Male379052103383511723856215
Asian<100<0<100<0<100<0
Black2482591811786722994866
Hispanic311006905591369-505050
White35925783886471422836117
Two or more races43864314786791415776223
Students with Disabilities217453261570563013574343
Economically Disadvantaged328957112884561618816319
English Learners<100<0<100<017755825
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268255182083631722836117
Female268357171583691721886712
Male267953212583581722795621
Asian<100<0<100<0<100<0
Black9655735117665243706730
Hispanic40703030139481636100640
White258458162384611627845716
Two or more races2588631367569256837817
Students with Disabilities64134591357434312503850
Economically Disadvantaged217857221477622313806720
English Learners70902010<100<0<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188769131588741214826718
Female17927581490761010807020
Male198263181585701518836517
Asian<<<<<100<0<100<0
Black1278662248076205726728
Hispanic-838317109080101394816
White21906910169276818826518
Two or more races<100<0767603313806720
Students with Disabilities869623135248486524548
Economically Disadvantaged1085761578174199766724
English Learners9827318<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148066201978602216806420
Female148368172081601916846816
Male137764231776592415756025
Asian<<<<<<<<<100<0
Black37773231572562810716129
Hispanic56358378837517-707030
White178366172179582117836617
Two or more races<<<<-8282185746826
Students with Disabilities940316075446466474153
Economically Disadvantaged87163291275632511796721
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students175742517272281646336
Female2807820-7878221717029
Male-7070301676633-565644
Asian<100<0<<<<<<<<
Black-646436-919194646136
Hispanic<<<<-626238-505050
White17776231727128-656535
Two or more races<<<<<<<<<<<<
Students with Disabilities3494651-3737632413959
Economically Disadvantaged-696931-6868321656435
English Learners<100<0<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9867614690831010847416
Female785781589284815867214
Male1286751448783135817619
Asian3392588<100<0<<<<
Black-74742637370272747226
Hispanic-88881313100870-888813
White1189781189284813867314
Two or more races<<<<-95955<<<<
Students with Disabilities-555545-757525-494951
Economically Disadvantaged477732338279185777223
English Learners-91919<100<0<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8827318108070204787422
Female881731988375177807420
Male9837417137764232767524
Asian1882641836824518<100<0
Black-616139-6363373605840
Hispanic-808020-686832-888813
White11887712118473166837717
Two or more races-757525<<<<-717129
Students with Disabilities3605740-393961-595941
Economically Disadvantaged47672243636037-767624
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117968211879622118897111
Female12806820157964211491789
Male117867222280582024876313
Asian<100<0<100<0<100<0
Black7736727868603216846816
Hispanic10706030-777723-828218
White10807020187961211991719
Two or more races<<<<<100<0<<<<
Students with Disabilities175842428332567<<<<
Economically Disadvantaged97970211180692010908110
English Learners<<<<<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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118675141387741311847316
Female10867614108676149857615
Male128674141788721214836917
Asian18907310279770326896311
Black371682997566255736827
Hispanic68073201083731717816319
White128977111490761012877513
Two or more races8908210137865229817219
Students with Disabilities753464766256386544846
Economically Disadvantaged678722268074209776823
English Learners969603187567259595041
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148268181978592219806120
Female138370171575602514796521
Male158166192382591823815819
Asian<100<0<<<<<<<<
Black5645936186951317706330
Hispanic20806020688811330906010
White158469162180592024836017
Two or more races1387731320735327-676733
Students with Disabilities9393061135239488463854
Economically Disadvantaged10776723972632814735927
English Learners10908010<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11806920118271187787122
Female1383701798071205777223
Male97868221284711610786922
Asian<100<0<100<0<<<<
Black257554346864325706530
Hispanic-757525176750337797121
White13857215118776137807320
Two or more races10908010<<<<8696231
Students with Disabilities5393461-5353475504550
Economically Disadvantaged676702437269285726728
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12877513179376713897711
Female1086751415957951394826
Male14897511209272813857215
Asian8857715<100<0<100<0
Black6746926138067203726928
Hispanic-858515118372172193717
White1489751117978031492788
Two or more races<100<033925888100920
Students with Disabilities7615439107161293524848
Economically Disadvantaged479742188476166837617
English Learners<<<<<<<<<100<0
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7978939968641495815
Female896884593887993847
Male69891315998412197763
Asian<100<0<100<0<100<0
Black-96964491879-94946
Hispanic<<<<1510085010908010
White89890210968641495815
Two or more races10100900<<<<<<<<
Students with Disabilities<<<<1592778-808020
Economically Disadvantaged-959554949161194836
English Learners<<<<<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9847616108878126827618
Female583781778881124848116
Male13867314138976119817219
Asian10807020<100<0<<<<
Black369663137269284696431
Hispanic5807520-85851520604040
White1089791112928084888312
Two or more races<<<<-858515<100<0
Students with Disabilities3625938-575743-565644
Economically Disadvantaged573672758681146777123
English Learners9645536<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students299061102889611123886512
Female258964112588631218887112
Male33915893290581028886012
Asian39100610439754329906110
Black168165191884661616856915
Hispanic298555152083631718887012
White31926183190601024896511
Two or more races288658142585601536895311
Students with Disabilities14695531157458269625338
Economically Disadvantaged238563152283611720866614
English Learners418847131070603013877413
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218766132089691120896911
Female128472161784681611897711
Male29896011259570530896011
Asian<100<010100900<100<0
Black1871532998374178837517
Hispanic337542251783671711847416
White21917092590661021906910
Two or more races<<<<<<<<<<<<
Students with Disabilities-5757431171612911645436
Economically Disadvantaged19735427882731811857415
English Learners<<<<<<<<<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12938171589741116867114
Female89082101390771013857215
Male15968141889701119886912
Asian20100800<100<0<<<<
Black9857615574702620826218
Hispanic14907610877692318826518
White1194846179578513897611
Two or more races<<<<21866414<<<<
Students with Disabilities991829167357275686333
Economically Disadvantaged89082101382691811867514
English Learners<100<0<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168771131282701813887413
Female9817219679732110887812
Male24947061986661417877013
Asian<100<0<100<0<100<0
Black7837717-888813595895
Hispanic<<<<13756325-838317
White208969111282691816867014
Two or more races<<<<<<<<<<<<
Students with Disabilities17584242<<<<<<<<
Economically Disadvantaged981721957065305847916
English Learners<<<<<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4793467439249822876613
Female5097473469448618897111
Male44894511409151926866014
Asian<100<0<100<0<<<<
Black248864123010070015857015
Hispanic189173921795821793867
White5293417489344724886412
Two or more races70100300<<<<2791649
Students with Disabilities11665434117362273514949
Economically Disadvantaged32915993490561016877013
English Learners<100<0<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4991419488942114591469
Female4592488429048104191519
Male558833125388351249904110
Asian<100<0<<<<<100<0
Black147662244281391920836317
Hispanic709020103810063064100360
White549339751914094892448
Two or more races318856133885461559882912
Students with Disabilities24623838-6767334504650
Economically Disadvantaged398748133887481341864514
English Learners90100100<<<<<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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 91.59 State: 90.38Division: State:Division: State:

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

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten453651
Kindergarten195231204
Grade 1212211203
Grade 2216219220
Grade 3185216226
Grade 4171188219
Grade 5214181198
Grade 6188218194
Grade 7241203220
Grade 8229228210
Grade 9249249257
Grade 10222235219
Grade 11210199213
Grade 12218223199
Total Students2,7952,8372,833
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

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students279528372833
Female141314411422
Male138213961411
American Indian11
Asian10010690
Black463518603
Hispanic191183195
Native Hawaiian225
White185818201728
Two or more races180208211
Students with Disabilities433440467
Not Students with Disabilities236223972366
Economically Disadvantaged135814061524
Not Economically Disadvantaged143714311309
English Learners108127126
Not English Learners268727102707
Homeless161623
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision138733504
State4978334421271095654981971
FemaleDivision77371102
State27214152009363331874682
MaleDivision61362402
State2256919221177462336241289
AsianDivision631000
State45731128821711553
BlackDivision18141000
State79241059810702191500851
HispanicDivision640001
State47504926292891962258
WhiteDivision101461403
State299871610611585831716708
Two or more racesDivision760100
State23641473934417494
Students with DisabilitiesDivision8163102
State1022603527101331172104
Economically DisadvantagedDivision38321201
State959515820159442826411138
English LearnersDivision<<<<0<
State1518329526534162681
HomelessDivision<<<<0<
State203616882523657
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 Students2232149621998.200
Female11811597.511698.300
Male1059994.310398.100
Asian10101001010000
Black33331003310000
Hispanic111090.91090.900
White15514895.515298.100
Two or more races141392.91410000
Students with Disabilities3027902893.300
Economically Disadvantaged747195.97398.600
English Learners0<100<10000
Homeless0<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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken106 / 12.03%63 / 7.01%82 / 9.05%
Advanced Placement Course Enrollment138 / 15.66%80 / 8.9%122 / 13.47%
Dual Enrollment59 / 6.7%54 / 6.01%67 / 7.4%
Governor’s School Enrollment12 / 1.36%11 / 1.22%12 / 1.32%
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

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision18113028
State800255758028
FemaleDivision927123
State404623112723
MaleDivision895934
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision241633
State171671128234
HispanicDivision10<100
State8077522135
WhiteDivision1269227
State457593374926
Two or more racesDivision151033
State3387249826
Students with DisabilitiesDivision15<100
State5663303146
Economically DisadvantagedDivision392633
State224061294742
English LearnersDivision0<100
State5211340435
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision274235
 State397141393623
State LicensuresDivision---
 State167317901964
Industry CertificationDivision283301283
 State89541100544109590
Workplace ReadinessDivision301229
 State336653077542313
Total Credentials EarnedDivision340355347
 State128850137248157490
Students Earning One or More CredentialsDivision269272243
 State104867109089126113
CTE CompletersDivision141151133
 State392914240440516
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 Students891388863.8%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1051879952.9%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students701146960.5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
68.868.868.4

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20147,394.004,626.00625.00
2014-20157,083.004,853.00632.00
2015-20166,927.004,756.00654.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students2678168781002648189758026211877890257821997141
Female138088384613479939371341100344013151105570
Male12988040541301903643128087445012631094271
American Indian000000000000
Asian97202924129552196522
Black47338222247142219465361410512402530
Hispanic1811114181115917718721761598
Native Hawaiian0000000000000000
White17851075167173212246571699114506816091425480
Two or more races1349451631023181145918417720
Students with Disabilities403362027387421721386481428388461743
Economically Disadvantaged11071075259116212649541199116516112881456798
English Learners103100122712114520127532
Homeless10443151131955321418
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.2394.9494.52
Female95.3495.1394.54
Male95.1294.7594.49
Asian97.2296.9496.99
Black95.3595.4494.74
Hispanic95.6295.5595.04
Native Hawaiian97.6894.2784.86
White95.0494.6894.36
Two or more races95.4394.6893.77
Students with Disabilities93.8893.0692.71
Economically Disadvantaged94.2994.1493.82
English Learners96.6696.8796.78
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses<
Technology Offenses<
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons58
Disorderly or Disruptive Behavior Offenses168
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1770.036
Asian3.6091.023.5783.736
Black18.04735.216.5653018.25938.07
Hispanic6.6533.576.8346.526.452.54
Native Hawaiian0.0710.0720.07
White66.20754.0866.47651.7464.15245.18
Two or more races5.2376.126.4411.747.33214.21
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1770.036
Asian3.6093.5783.736
Black18.0472516.5655018.25928.57
Hispanic6.6536.8346.4514.29
Native Hawaiian0.0710.0720.07
White66.2077566.4765064.15257.14
Two or more races5.2376.447.332
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1770.036
Asian3.6093.5783.736
Black18.04710016.5652518.25966.67
Hispanic6.6536.834256.45
Native Hawaiian0.0710.0720.07
White66.20766.4765064.15233.33
Two or more races5.2376.447.332
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 Students47.0346.7346.46
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 Students29.9830.6331.65
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 Students73.9774.0676.64
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

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.36 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 8.12 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%4%
Provisional Special Education0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201549%51%0%0%
2015-201650%50%0%0%
2016-201750%50%0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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