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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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision888886
 Virginia848586
FemaleDivision899388
 Virginia888989
MaleDivision878483
 Virginia818283
American IndianDivision100100100
 Virginia788484
AsianDivision92100100
 Virginia909092
BlackDivision868783
 Virginia777979
HispanicDivision919483
 Virginia767676
Native HawaiianDivision100100
 Virginia868992
WhiteDivision878785
 Virginia898990
Two or more racesDivision1009194
 Virginia898889
Students with DisabilitiesDivision475754
 Virginia525353
Economically DisadvantagedDivision847774
 Virginia747575
English LearnersDivision100100100
 Virginia676767
Gap Group 2Division868783
 Virginia777979
Gap Group 3Division919483
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137765231382691813806720
Female147965211585701514806620
Male127564251279672112796821
Asian178567152489641121795721
Black967593377063307696231
Hispanic87062301377642310766624
White147965211485701515836817
Two or more races78780131582671812796721
Students with Disabilities956474485345477514449
Economically Disadvantaged86859321076662410736427
English Learners14604740187658243444156
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11736227128068209756625
Female12705830148167196716429
Male117766231180692012806820
Asian<<<<<<<<<<<<
Black1562473846460365625738
Hispanic568633223694631<<<<
White117665241385721511817019
Two or more races<<<<<100<06756925
Students with Disabilities96455361365523515624638
Economically Disadvantaged9685932108171197726528
English Learners<<<<<<<<-303070
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147561252085651520775823
Female117059302383601726795421
Male188264181787701315766124
Asian<<<<<100<0<<<<
Black10665534117766234575443
Hispanic186445361981631927825518
White157762232286641425805620
Two or more races15776223299364714867114
Students with Disabilities13614839167963217524448
Economically Disadvantaged126756331583671718745626
English Learners1891739<100<0<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146955311880622019816119
Female167559251881621920806020
Male126250381779622119816219
Asian<<<<<100<0<<<<
Black116655341370573015735828
Hispanic9645536108070201394816
White156954311981621920826318
Two or more races87567251381691925755025
Students with Disabilities10584843938286313574343
Economically Disadvantaged76053401574592616735727
English Learners<<<<40100600<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147460261776592415816619
Female177861221682661817826518
Male127159291870523012796721
Asian<100<0<<<<<100<0
Black3625938126351378645636
Hispanic7474053-8383179736427
White187860222080602017846716
Two or more races<<<<107060307807320
Students with Disabilities8413359105141497484152
Economically Disadvantaged10625238107059308706130
English Learners<<<<-454555<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178366171284731611817019
Female228967111589741116836717
Male1377642387971216797221
Asian<100<0<100<0<<<<
Black771642978377178797221
Hispanic<<<<116858328837517
White218463161287751312837117
Two or more races10100900<<<<17755825
Students with Disabilities1153424755248487575043
Economically Disadvantaged976672467973218787022
English Learners<100<0<<<<<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87769231080692012756325
Female88275181287751312756325
Male8706230972632811746326
Asian<<<<<100<0<100<0
Black372692826361374615739
Hispanic793877-80802011584742
White97566251184731613786522
Two or more races<<<<20705030<<<<
Students with Disabilities753474734340572363464
Economically Disadvantaged470663046965316686132
English Learners<100<0<100<0<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students989801168882136878113
Female988791278881127898311
Male989811148783136858015
Asian<<<<1080702020705030
Black13746126-7373273767424
Hispanic672672821795721-838317
White993847692868792848
Two or more races6100940<100<0<<<<
Students with Disabilities46864325595441-535347
Economically Disadvantaged577722357367274787522
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157357271675592516745826
Female197960211980612022795721
Male116655341370583010695931
American Indian<100<0<100<0<100<0
Asian27734727780732026845816
Black1266543456560356625638
Hispanic8686033127362279675833
White167459261976572419785922
Two or more races21745326229472611615039
Students with Disabilities1140296053732633343266
Economically Disadvantaged11615039116756337645636
English Learners9453655<<<<<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students86658341466523415705430
Female87365271977582320785822
Male7585142954454610605040
Asian<<<<<<<<<<<<
Black759524155651447726628
Hispanic7605340964553616533747
White86859321666503416715529
Two or more races<<<<30906010<<<<
Students with Disabilities72821725262174-252575
Economically Disadvantaged1525148145944419635537
English Learners<<<<<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228563151885671518796121
Female26916492083631724795621
Male17796221178770139786922
American Indian<100<0<100<0<100<0
Asian<<<<<<<<23856215
Black1471572957670245544946
Hispanic1367533313806720-868614
White228866122387641321846316
Two or more races31100690<100<0<<<<
Students with Disabilities1357434354943516453955
Economically Disadvantaged2069483187465266645836
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157763231583671714816719
Female147864221584701614826918
Male157661241681651915806520
Asian3892538429250835895411
Black668633267164296716529
Hispanic87770231280682010796921
White177962211786691417836717
Two or more races11776723147965214817719
Students with Disabilities855484585446466544846
Economically Disadvantaged117362271279672110766624
English Learners228463162981521912776523
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14695531147965219726328
Female13665334138067209655635
Male15715629157964219807120
Asian<100<0<100<0<<<<
Black659534145854423494651
Hispanic672672815695431<<<<
White186850321484701613806720
Two or more races<<<<<<<<-888813
Students with Disabilities135743431656404415543846
Economically Disadvantaged7645736137865235696431
English Learners<<<<<<<<-555545
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students30815119349157932855315
Female25815619319261832885612
Male378245183790521033835117
Asian<100<0<100<0<100<0
Black76357372482591811786722
Hispanic18735527311006905591369
White34865114359257838864714
Two or more races38773823438643147867914
Students with Disabilities105545452174532615705630
Economically Disadvantaged257651243289571128845616
English Learners4591459<100<0<100<0
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247854222682551820836317
Female228159192683571715836917
Male257549252679532125835817
Asian<<<<<100<0<100<0
Black19816219965573511766524
Hispanic10908010407030301394816
White277750232584581623846116
Two or more races-757525258863136756925
Students with Disabilities8625438641345913574343
Economically Disadvantaged187759232178572214776223
English Learners<<<<70902010<100<0
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178063201887691315887412
Female17826518179275814907610
Male187961211982631815857015
Asian<<<<<<<<<100<0
Black5736828127866224807620
Hispanic20806020-83831710908010
White19816219219069101692768
Two or more races<100<0<100<07676033
Students with Disabilities746395486962313524848
Economically Disadvantaged13746126108576157817419
English Learners<<<<9827318<<<<
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207959211480662019786022
Female238158191483681720816019
Male167760231377642317765924
Asian<100<0<<<<<<<<
Black7575043377732315725628
Hispanic1010090056358378837517
White228260181783661721795821
Two or more races10807020<<<<-828218
Students with Disabilities1154434694031607544646
Economically Disadvantaged17745726871632912756325
English Learners<100<0<<<<<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students270683017574251727228
Female37572252807820-787822
Male2656335-7070301676633
Asian<<<<<100<0<<<<
Black5676233-646436-91919
Hispanic-92928<<<<-626238
White269673117776231727128
Two or more races<<<<<<<<<<<<
Students with Disabilities76255383494651-373763
Economically Disadvantaged-656535-696931-686832
English Learners<<<<<100<0<<<<
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students583771798676146908310
Female48480167857815892848
Male7827518128675144878313
Asian<<<<3392588<100<0
Black-838318-7474263737027
Hispanic-767624-88881313100870
White683771711897811892848
Two or more races<<<<<<<<-95955
Students with Disabilities3464354-555545-757525
Economically Disadvantaged180792047773233827918
English Learners<<<<-91919<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6787222882731810807020
Female781741988173198837517
Male5746926983741713776423
Asian18917391882641836824518
Black-626238-616139-636337
Hispanic7575043-808020-686832
White68377171188771211847316
Two or more races<<<<-757525<<<<
Students with Disabilities36662343605740-393961
Economically Disadvantaged271692947672243636037
English Learners<<<<<<<<<<<<
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117362271179682118796221
Female106757331280682015796421
Male127967211178672222805820
Asian<100<0<100<0<100<0
Black-69693177367278686032
Hispanic-67673310706030-777723
White127361271080702018796121
Two or more races18735527<<<<<100<0
Students with Disabilities<<<<175842428332567
Economically Disadvantaged10726228979702111806920
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138470161186751413877413
Female118271181086761410867614
Male168670141286741417887212
Asian14816719189073102797703
Black771642937168299756625
Hispanic9847516680732010837317
White158671141289771114907610
Two or more races17907210890821013786522
Students with Disabilities559544175346476625638
Economically Disadvantaged1076662467872226807420
English Learners1461463996960318756725
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147359271482681819785922
Female117059301383701715756025
Male187860221581661923825918
Asian<<<<<100<0<<<<
Black8665834564593618695131
Hispanic991829208060206888113
White167458261584691621805920
Two or more races178367171387731320735327
Students with Disabilities3555345939306113523948
Economically Disadvantaged9696031107767239726328
English Learners<<<<10908010<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88072201180692011827118
Female4837817138370179807120
Male12786622978682212847116
Asian<<<<<100<0<100<0
Black359554125755434686432
Hispanic-818119-75752517675033
White108473161385721511877613
Two or more races<<<<10908010<<<<
Students with Disabilities74134595393461-535347
Economically Disadvantaged668623267670243726928
English Learners<<<<<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8898011128775131793767
Female6898311108675141595795
Male11887712148975112092728
Asian109080108857715<100<0
Black3767324674692613806720
Hispanic<<<<-85851511837217
White1092828148975111797803
Two or more races<<<<<100<03392588
Students with Disabilities6666034761543910716129
Economically Disadvantaged683771747974218847616
English Learners<<<<<<<<<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1796794797893996864
Female1797813896884593887
Male18967846989131599841
Asian<100<0<100<0<100<0
Black-91919-96964491879
Hispanic<100<0<<<<15100850
White18967848989021096864
Two or more races3010070010100900<<<<
Students with Disabilities<<<<<<<<1592778
Economically Disadvantaged1697813-95955494916
English Learners<100<0<<<<<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11827118984761610887812
Female977682358378177888112
Male138875121386731413897611
Asian867583310807020<100<0
Black-71712936966313726928
Hispanic-7171295807520-858515
White13867214108979111292808
Two or more races20907010<<<<-858515
Students with Disabilities-4545553625938-575743
Economically Disadvantaged471672957367275868114
English Learners<<<<9645536<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328754132990611028896111
Female288557152589641125886312
Male37885112339158932905810
Asian4793477391006104397543
Black227957211681651918846616
Hispanic288456162985551520836317
White35885312319261831906010
Two or more races34915792886581425856015
Students with Disabilities176952311469553115745826
Economically Disadvantaged268155192385631522836117
English Learners337239284188471310706030
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188668142187661320896911
Female128472161284721617846816
Male25886312298960112595705
Asian<<<<<100<010100900
Black13715829187153299837417
Hispanic-6464363375422517836717
White20907010219170925906610
Two or more races2793677<<<<<<<<
Students with Disabilities4736927-57574311716129
Economically Disadvantaged8776923197354278827318
English Learners<<<<<<<<<<<<
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5793367
Female5493387
Male6093337
Asian<<<<
Black37844716
Hispanic6093337
White6095345
Two or more races<100<0
Students with Disabilities17755825
Economically Disadvantaged48904310
English Learners<<<<
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6767024129381715897411
Female4757025890821013907710
Male9797021159681418897011
Asian89283820100800<100<0
Black269673198576155747026
Hispanic6565044149076108776923
White879722111948461795785
Two or more races<<<<<<<<21866414
Students with Disabilities345425599182916735727
Economically Disadvantaged1605940890821013826918
English Learners<<<<<100<0<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98272181687711312827018
Female574692698172196797321
Male14907610249470619866614
Asian20100800<100<0<100<0
Black107262287837717-888813
Hispanic<<<<<<<<13756325
White98172192089691112826918
Two or more races<<<<<<<<<<<<
Students with Disabilities-83831717584242<<<<
Economically Disadvantaged875672598172195706530
English Learners<<<<<<<<<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students30845316
Female30865614
Male31825118
Asian<100<0
Black5747026
Hispanic<100<0
White36854915
Two or more races45823618
Students with Disabilities16473153
Economically Disadvantaged24805520
English Learners<100<0
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students529442647934674392498
Female509444650974734694486
Male5595405448945114091519
Asian<100<0<100<0<100<0
Black438643142488641230100700
Hispanic47874013189173921795821
White539743352934174893447
Two or more races<<<<70100300<<<<
Students with Disabilities197859221166543411736227
Economically Disadvantaged37875113329159934905610
English Learners<<<<<100<0<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4891439499141948894211
Female41905010459248842904810
Male55913695588331253883512
Asian<<<<<100<0<<<<
Black39945561476622442813919
Hispanic271007307090201038100630
White5089391154933975191409
Two or more races501005003188561338854615
Students with Disabilities2980512024623838-676733
Economically Disadvantaged368751133987481338874813
English Learners<<<<90100100<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 88.17 State: 91.04Division: >95 State: 91.28Division: 91.59 State: 90.38

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

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

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten181845
Kindergarten206233195
Grade 1180222212
Grade 2164186216
Grade 3217168185
Grade 4185218171
Grade 5231190214
Grade 6226240188
Grade 7239227241
Grade 8224243229
Grade 9242232249
Grade 10241227222
Grade 11206217210
Grade 12233205218
Total Students2,8122,8262,795
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students281228262795
Female143314421413
Male137913841382
American Indian851
Asian97102100
Black454510463
Hispanic188188191
Native Hawaiian122
White191818711858
Two or more races146148180
Students with Disabilities402410433
Not Students with Disabilities241024162362
Economically Disadvantaged122713081358
Not Economically Disadvantaged158515181437
English Learners101122108
Not English Learners271127042687
Homeless91216
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision1446092410
State4917334246347093350192269
FemaleDivision71314116
State268261510112433531834822
MaleDivision73295134
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision2154002
State79001054014302301415981
HispanicDivision762000
State44244514381851538310
WhiteDivision103443247
State300171650514315601740817
Two or more racesDivision<<<<0<
State222313111283616089
Students with DisabilitiesDivision8189013
State946531134691091067120
Economically DisadvantagedDivision32264133
State921814811194032621251240
English LearnersDivision<<<<0<
State448207029417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students2292139321593.941.7
Female1141069310793.91.9
Male1151079310893.932.6
American Indian0<100<10000
Asian0<100<10000
Black323093.83093.800
Hispanic15151001510000
White1631509215293.342.5
Two or more races0<<<<00
Students with Disabilities393589.73589.712.6
Economically Disadvantaged696289.96391.334.3
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken95 / 10.3%106 / 12.03%63 / 7.01%
Advanced Placement Course Enrollment128 / 13.88%138 / 15.66%80 / 8.9%
Dual Enrollment65 / 7.05%59 / 6.7%54 / 6.01%
Governor’s School Enrollment11 / 1.19%12 / 1.36%11 / 1.22%
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

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision20713634
State807645806228
FemaleDivision1158823
State410163155223
MaleDivision924848
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision271641
State175771162334
HispanicDivision171135
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision14310030
State467663441226
Two or more racesDivision10<100
State3210234527
Students with DisabilitiesDivision251156
State5865307548
Economically DisadvantagedDivision512159
State228881345141
English LearnersDivision0<100
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision442742
 State502439714139
State LicensuresDivision---
 State90516731790
Industry CertificationDivision213283301
 State6932189541100544
Workplace ReadinessDivision283012
 State283493366530775
Total Credentials EarnedDivision285340355
 State103599128850137248
Students Earning One or More CredentialsDivision223269272
 State86257104867109089
CTE CompletersDivision121141151
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
68.668.868.8

Statewide Expenditures

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

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

School State - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20136,859.004,549.00616.00
2013-20147,394.004,626.00625.00
2014-20157,083.004,853.00632.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students2684189631072678168781002648189758026211877890
Female13619526561380883846134799393713411003440
Male1323943751129880405413019036431280874450
American Indian0000000000000000
Asian101303972029241295521
Black42836143847338222247142219465361410
Hispanic1761214181111418111591771872
Native Hawaiian0000000000000000
White18401274357178510751671732122465716991145068
Two or more races130114413494516310231811459
Students with Disabilities366401326403362027387421721386481428
Economically Disadvantaged9951103364110710752591162126495411991165161
English Learners94404103100122712114520
Homeless7424104431511319553
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.4695.2394.94
Female95.6295.3495.13
Male95.395.1294.75
American Indian93.1498.07100
Asian97.597.2296.94
Black95.2895.3595.44
Hispanic96.1295.6295.55
Native Hawaiian99.1997.6894.27
White95.3295.0494.68
Two or more races95.8295.4394.68
Students with Disabilities93.7693.8893.06
Economically Disadvantaged94.5194.2994.14
English Learners97.5296.6696.87
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses15
Technology Offenses<
Offenses Against Student17
Offenses Against Staff<
Weapons Offenses<
Property Offenses19
All Other Offenses<
Other Offenses Against Persons38
Disorderly or Disruptive Behavior Offenses199
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.284.42.177.036
Asian3.451.263.6091.023.578
Black16.14532.3518.04735.216.56530
Hispanic6.6861.266.6533.576.8346.52
Native Hawaiian.036.071.072
White68.20858.466.20754.0866.47651.74
Two or more races5.1926.35.2376.126.4411.74
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.284.177.036
Asian3.453.6093.578
Black16.1452518.0472516.56550
Hispanic6.6866.6536.834
Native Hawaiian.036.071.072
White68.2087566.2077566.47650
Two or more races5.1925.2376.44
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.284.177.036
Asian3.453.6093.578
Black16.14518.04710016.56525
Hispanic6.6866.6536.83425
Native Hawaiian.036.071.072
White68.20866.20766.47650
Two or more races5.1925.2376.44
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students43.3547.0346.73
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students27.3829.9830.63
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students74.6973.9774.06
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 13.42 : 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

2014-2015 Grades 8-12 Student Teacher Ratio: 8.09 : 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
 2014-20152015-2016
Provisional3%5%
Provisional Special Education1%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools---
High Poverty---
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201449%51%0%0%
2014-201549%51%0%0%
2015-201650%49%0%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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