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General school information

Division: Culpeper County Public Schools
Address: 450 Radio Lane Culpeper, VA 22701
Superintendent: Dr. Anthony S. Brads
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools10
Fully Accredited8
Partially Accredited: Warned School-Pass Rate1
Partially Accredited: Reconstituted School1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision908889
 Virginia858687
FemaleDivision909192
 Virginia898990
MaleDivision908586
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision92100<
 Virginia909293
BlackDivision787484
 Virginia797981
HispanicDivision858676
 Virginia767675
Native HawaiianDivision100100<
 Virginia899292
WhiteDivision939193
 Virginia899091
Two or more racesDivision9610081
 Virginia888989
Students with DisabilitiesDivision574249
 Virginia535354
Economically DisadvantagedDivision807877
 Virginia757578
English LearnersDivision6573
 Virginia676762
Gap Group 2Division787484
 Virginia797981
Gap Group 3Division858676
 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 Students187657241778622216766024
Female218059201882641818806220
Male167256281575602513725928
American Indian2193717-6969318696231
Asian318554152790631037905310
Black1160494096658349615239
Hispanic11675533107060309685932
Native Hawaiian<100<0<100<0<100<0
White228260182184641619826318
Two or more races187557251575612515786322
Students with Disabilities11362564123826629362764
Economically Disadvantaged1165543596859329655635
English Learners1155444585648446575043
Migrant<100<0<100<0<100<0
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267045302072532815634838
Female297546251873552717695331
Male226644342172502812554345
American Indian<<<<<<<<<<<<
Asian<100<0<100<029865714
Black195434461063533710504050
Hispanic21634237177052308605240
White277648242375522517664834
Two or more races318049201174632624694531
Students with Disabilities174022601330187016291371
Economically Disadvantaged18624538116453368514449
English Learners20654535146450366544846
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217857221974552620755525
Female238259182179572122765424
Male177356271871532919745526
American Indian<100<0<<<<<<<<
Asian58100420<100<0<<<<
Black86658341160494012635138
Hispanic11625138966573412665434
White278659142481571926815619
Two or more races117362272769423117796221
Students with Disabilities17392261133421669443556
Economically Disadvantaged147057301264513613645136
English Learners9574843461573910584842
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217654242081611918765924
Female257651242486621419806020
Male187557251776592416745726
Asian309060102791649<100<0
Black185941411373612711594841
Hispanic106656341372592810695931
White258257182586611422846216
Two or more races207454261677612321735227
Students with Disabilities152915711337246311342366
Economically Disadvantaged116856321375622513675433
English Learners1364523696253387655835
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217352271977582320795921
Female257955212179582124845916
Male176750331876582415735727
American Indian<100<0<100<0<100<0
Asian<<<<369155946100540
Black105747431359454110635337
Hispanic16644836663573710736327
White248056202585611526835717
Two or more races296334371680642015836817
Students with Disabilities193717631737196314443056
Economically Disadvantaged10584842867583311716029
English Learners1342295854944517645736
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257752232182611814796521
Female308353172686611416836717
Male217251281777602312766424
Asian<<<<<<<<3691559
Black126250381068583311665534
Hispanic15745926147965218655835
White318351172687611317866914
Two or more races21715029207454266857915
Students with Disabilities4393561205030506352965
Economically Disadvantaged13675333127159298686132
English Learners-474753155035503605640
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8706230974652616755825
Female97566251379662120816119
Male7665934669643112685532
American Indian<100<0<<<<
Asian<<<<<<<<<<<<
Black550455046056405565144
Hispanic2595741469653111655435
White107767231280672020836317
Two or more races3737027463593716715529
Students with Disabilities229277122523758271873
Economically Disadvantaged357544336258389635437
English Learners-181882-2626745342966
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students685791579083106868014
Female58883127918497898111
Male783761778982115837817
American Indian<100<0<100<0<100<0
Asian<<<<<<<<29100710
Black270683038582154706630
Hispanic-8686144757125-808020
Native Hawaiian<100<0<100<0
White98980119948567908210
Two or more races-1001000-898911493897
Students with Disabilities-414159-575743-424258
Economically Disadvantaged276752418180193757225
English Learners-646436-323268-434357
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 Students127361271773562721795821
Female168064202180582027855815
Male96758331266543414725828
American Indian<<<<<100<0<<<<
Asian29714129338753135091419
Black4625838859514111655435
Hispanic46460361062523812726128
Native Hawaiian<100<0<100<0
White167861222179582124835917
Two or more races108071201274612623755325
Students with Disabilities121207912624749352665
Economically Disadvantaged5625638759524112655335
English Learners-35356521916817453855
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116251381764473620715229
Female157054302372492825815519
Male75648441256454414624838
American Indian<100<0<<<<
Asian<<<<<<<<<<<<
Black54641541145345512584642
Hispanic45146491155434516665034
White146753332072522823775523
Two or more races107161291567523319634438
Students with Disabilities2131187215138520301170
Economically Disadvantaged6504450950425013574443
English Learners-1010904849213443156
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148571151682651822846316
Female178972112087671329896011
Male118069201376632414796621
American Indian<<<<<100<0<100<0
Asian<<<<<100<064100360
Black4747126572672810706030
Hispanic382791887364277787222
Native Hawaiian<100<0<100<0
White188869122186641425886212
Two or more races1095855108070202892648
Students with Disabilities-313169-373763-404060
Economically Disadvantaged4777323570653011736227
English Learners-656535-323268-484852
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 Students198263181883651716826618
Female218565151986671416856915
Male167862221881621915796421
American Indian29885912-84841617584242
Asian429452633996613497623
Black869623197162297706330
Hispanic147864221478642211786622
Native Hawaiian<100<0<<<<<100<0
White228664142288661219876813
Two or more races198364171783661716806420
Students with Disabilities9382962104333579433457
Economically Disadvantaged12746226127564259736427
English Learners1267563396859328716329
Migrant<100<0<100<0<100<0
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207959212177562313735927
Female218160191675582513736027
Male207758232479542113725928
American Indian<<<<<100<0<<<<
Asian<100<0<<<<2993647
Black1266543485850421605940
Hispanic10766624136855326666034
White258258182885571518806220
Two or more races188264181377642321624038
Students with Disabilities103222681130207013352265
Economically Disadvantaged11726128106858326625638
English Learners12756425106555354656035
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348955113487541325835817
Female35915593187561321836217
Male328654143688521229835517
American Indian<100<0<<<<<<<<
Asian67100330<100<0<<<<
Black137967212274522612726128
Hispanic318352172583581716796321
White3993537419352733895611
Two or more races248460162484601617816419
Students with Disabilities22502850185234489393061
Economically Disadvantaged248460162180592013776323
English Learners248056201980612015755925
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338250183586511426815519
Female348450164090511027835617
Male318149192981521925805520
Asian5090401064100360<100<0
Black216646342073542717624538
Hispanic197757232780532020785822
White40874813419150930875713
Two or more races228059202784571624825718
Students with Disabilities16271173174428566332767
Economically Disadvantaged207453262678532215735727
English Learners237855221771532915786322
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students984751637572254817719
Female1190791047975215837917
Male780732037168294797521
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black276742446865322777523
Hispanic1085751516867324767324
White1087771357975216847816
Two or more races13796721-747426-898911
Students with Disabilities16614539540356023553345
Economically Disadvantaged778702227169294777323
English Learners10776723-7373284787322
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168164191883651715816719
Female198363171888701216867114
Male147965211879612113756225
American Indian<100<0<100<0
Asian<100<02710073025100750
Black565603587567257676033
Hispanic128069201678622211786722
White208465162087661317866914
Two or more races198161192179592118765924
Students with Disabilities43935611846285412392761
Economically Disadvantaged76861321475612510736327
English Learners358554245046503747126
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17866914108675148878013
Female239168913907710991829
Male1283711788274186847816
American Indian<100<0<<<<
Asian<<<<<100<0<100<0
Black1374612627472265807520
Hispanic10847316887801312877413
White18907210148874128908210
Two or more races3188581212928084898511
Students with Disabilities432286825250488564844
Economically Disadvantaged1282701868075207827518
English Learners-666634-7070308797221
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students576712488374178837417
Female68175191088781210897911
Male471672977871227777023
American Indian<100<0<100<0
Asian-92928<100<02793677
Black-64643657267282696731
Hispanic569643177568252817919
Native Hawaiian<100<0<<<<
White6797321987781311867514
Two or more races1080702079083108867814
Students with Disabilities3333067-353565-484852
Economically Disadvantaged363603747471263737027
English Learners3363364-5757433696631
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107766231583681715796521
Female128270181485711518806220
Male97163291580652012796721
American Indian<100<0<100<0<100<0
Asian<<<<23100770<100<0
Black164633626663344656135
Hispanic76155391279672111716029
White138370171787691318846616
Two or more races118169192385621512766424
Students with Disabilities33936613282573-323268
Economically Disadvantaged367643387264288645736
English Learners-4141598645636-464654
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2588641223916992393717
Female269367719917292197763
Male23825918279265825896511
American Indian<<<<<100<0<100<0
Asian50100500<100<057100430
Black2817919158267187867914
Hispanic25876213178971112593687
White2889611125936972395725
Two or more races17100830269568528865914
Students with Disabilities<<<<<<<<12715929
Economically Disadvantaged17897211178770132293727
English Learners<100<0<<<<18826418
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 Students118068201384711614806620
Female108171191385721513806720
Male127866221483691714796521
American Indian<<<<8837517<<<<
Asian2894666219877226886212
Black664583667368277665934
Hispanic363603787769239716329
Native Hawaiian<<<<<100<0<100<0
White148672141688721216856915
Two or more races118373171480662015786322
Students with Disabilities339366133935614393561
Economically Disadvantaged566613477568256686132
English Learners242405855449463494651
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177861222585591518765824
Female147663242486621417765924
Male197960212784561619765724
Asian1010090045100550<100<0
Black7635537137765237575043
Hispanic56055402179582114705630
White228664143088581221836217
Two or more races157863222384611627764924
Students with Disabilities3353265134229587302370
Economically Disadvantaged76659341879602110645436
English Learners3615839127159297665934
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97465261081701910786822
Female87870221078682211796921
Male107161291083721710776723
American Indian<<<<<<<<
Asian<<<<<<<<<<<<
Black1060514046561356665934
Hispanic361583947673246686232
White108071201488741213857215
Two or more races14836917115948416787222
Students with Disabilities6302470-3636644332967
Economically Disadvantaged561563946864324676333
English Learners-313169-4343573353265
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128371171185751517836717
Female148772131187771317866814
Male97969211183721716816519
American Indian<100<0<100<0<100<0
Asian308050201710083060100400
Black470663057469266736727
Hispanic3737027579752111817119
Native Hawaiian<<<<<100<0
White168872121388751219866614
Two or more races379762189283815816719
Students with Disabilities-4949512363464-383862
Economically Disadvantaged571662947672247746726
English Learners-3232684545046-545446
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13847116129179912847216
Female9827318149480611817119
Male188668141188771214877413
American Indian<<<<<<<<<100<0
Asian36100640<100<01891739
Black5706530485811510746426
Hispanic37168295938877726528
Native Hawaiian<<<<<100<0
White15877313169377713877413
Two or more races<100<0688811313796721
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged370683058984118736627
English Learners<<<<<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7817419981721910796921
Female6827618883751710807020
Male98071201180702010786822
American Indian<100<0<100<0
Asian27100730<100<0<<<<
Black260584047369276666034
Hispanic260584046864325676333
Native Hawaiian<100<0<100<0
White108980111287751314887412
Two or more races793857117968217797221
Students with Disabilities24443562403860-494951
Economically Disadvantaged265623547269283676333
English Learners-212179-373763-333367
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 Students208463162286641425845916
Female198364172185641520836217
Male228463162386631429865614
American Indian2193717<<<<<<<<
Asian429654449984924598532
Black127058301375622515735827
Hispanic157460261680652022805820
Native Hawaiian<100<0<100<0<100<0
White238965112589641128886012
Two or more races218866122281601925785422
Students with Disabilities546415455146499514249
Economically Disadvantaged127462261378642216756025
English Learners75548451064543618624438
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118271181184731611816919
Female7827518108373178787022
Male158368171285731515836917
American Indian<<<<<100<0<100<0
Asian<<<<<100<01894766
Black964553627270284615739
Hispanic3787522578722214746026
Native Hawaiian<100<0<100<0
White138875121589741111867414
Two or more races16897411377742323856215
Students with Disabilities-424258-4646544403560
Economically Disadvantaged470663057469268716429
English Learners-5353475524848-353565
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168266181883651723826018
Female157964211584681621826118
Male178468162183621724825818
American Indian<100<0<100<0
Asian4310057055100450<100<0
Black106453361577622313725928
Hispanic127260281075642517765924
Native Hawaiian<100<0
White178770132086661427886013
Two or more races168872122589641118796121
Students with Disabilities545415575246482565444
Economically Disadvantaged7716429975662512736127
English Learners-414159-5858427544746
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128674141587721324906710
Female128472161387741316887212
Male12887612198870123294616
American Indian<100<0<<<<<<<<
Asian<100<040100600<100<0
Black3757325108272182093737
Hispanic87568251589751121906910
White158974111688721224906610
Two or more races48581151080702017887113
Students with Disabilities-656535<<<<20907010
Economically Disadvantaged9776823884761615847016
English Learners-505050<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0<100<0
Male<100<0<100<0<100<0
White<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298455162686591425876313
Female278558152787601322896811
Male318352172685591528855815
American Indian<100<0<100<0<<<<
Asian<<<<<<<<<100<0
Black176952311473592710746526
Hispanic217554251978592213826918
White3389561132926083093637
Two or more races419048101974562626775223
Students with Disabilities4292571-3939613363364
Economically Disadvantaged167458261375622510796821
English Learners-43435744440563595541
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348652143788511241824118
Female368751133986481434784422
Male328553153689531148863814
American Indian<100<0<<<<<100<0
Asian83100170<100<0<100<0
Black188162192274522626754925
Hispanic247348272787591340814119
White4191509439249846864014
Two or more races228764134084441634683432
Students with Disabilities34845521051414912483652
Economically Disadvantaged217958212581561927734627
English Learners197051302383601737763924
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: 93.88 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

Grade2014-20152015-20162016-2017
Pre-kindergarten143149153
Kindergarten598581554
Grade 1650604596
Grade 2667665598
Grade 3641672654
Grade 4562639686
Grade 5634567669
Grade 6559647568
Grade 7621542638
Grade 8624622555
Grade 9708696693
Grade 10611656645
Grade 11536554616
Grade 12525541579
Total Students8,0798,1358,204
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

2016 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
Subgroup2014-20152015-20162016-2017
All Students807981358204
Female396639954071
Male411341404133
American Indian283025
Asian120114126
Black125712481226
Hispanic133814611612
Native Hawaiian541
White487947894684
Two or more races452489530
Students with Disabilities771774792
Not Students with Disabilities730873617412
Economically Disadvantaged368036383621
Not Economically Disadvantaged439944974583
English Learners684723863
Not English Learners739574127341
Migrant244
Homeless264241
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 StudentsDivision3002362014517
State4977134413270494355291988
FemaleDivision18610240127
State27208151939333271895690
MaleDivision1141341613310
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision<<<<0<
State45721127821711655
BlackDivision33494048
State79241059810692161508849
HispanicDivision293320273
State47494925291891967259
WhiteDivision214140131136
State299791609911555741732722
Two or more racesDivision16131010
State23621474924317496
Students with DisabilitiesDivision62920031
State1022602927041321179106
Economically DisadvantagedDivision531001002713
State959315817159242326561135
English LearnersDivision4900251
State1518329526533162780
HomelessDivision<<<<<<
State203617882423755
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 Students61955689.856691.4457.3
Female31129293.929895.8123.9
Male30826485.7268873310.7
American Indian0<100<10000
Asian0<100<10000
Black988687.89091.844.1
Hispanic946468.16569.12728.7
White38736794.837296.1133.4
Two or more races313096.83096.813.2
Students with Disabilities595593.25694.935.1
Economically Disadvantaged20316380.317184.22713.3
English Learners391333.31435.92564.1
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken217 / 9.13%208 / 8.51% -
Advanced Placement Course Enrollment386 / 16.25%411 / 16.82%462 / 18.25%
Dual Enrollment149 / 6.27%122 / 4.99%186 / 7.35%
Governor’s School Enrollment14 / .59%17 / .7%26 / 1.03%
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 StudentsDivision48229539
State800255758028
FemaleDivision23315533
State404623112723
MaleDivision24914044
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision674237
State171671128234
HispanicDivision562948
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision33821138
State457593374926
Two or more racesDivision151033
State3387249826
Students with DisabilitiesDivision19<100
State5663303146
Economically DisadvantagedDivision1416852
State224061294742
English LearnersDivision14<100
State3672225539
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 AssessmentsDivision455762
 State397141393623
State LicensuresDivision---
 State167317901964
Industry CertificationDivision588760966
 State89541100544109590
Workplace ReadinessDivision272427410
 State336653077542313
Total Credentials EarnedDivision90512441438
 State128850137248157490
Students Earning One or More CredentialsDivision77010281143
 State104867109089126113
CTE CompletersDivision311329357
 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 Students30853825347%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students22741120750.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students21536920054.2%
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
66.667.268.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,551.005,033.00637.00
2014-20153,661.005,353.00654.00
2015-20163,681.005,370.00690.00

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 Students7594467148208747753218126775754911772887456598225272
Female37072467495368226379118374424187118372829588132
Male38872217411337952691021493831250901703728303137140
American Indian27301232102810125100
Asian118501108619113812121213
Black1231782052115688285011716131471105964335
Hispanic12077921161264924050142397356415001174570
Native Hawaiian0000000000000000
White456728196128448731910215243792971021574222330125149
Two or more races43920109435258545827816482521115
Students with Disabilities6798224436438333506466636526691024246
Economically Disadvantaged332929190136337933412816734202921161833316373152162
English Learners6483585717341829775451438867572447
Homeless631115351071759159187112614
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 Students95.1795.2294.93
Female95.2395.3294.99
Male95.1295.1294.88
American Indian95.5496.296.24
Asian96.3396.6497.04
Black95.4895.6695.37
Hispanic95.3395.1494.68
Native Hawaiian89.9882.83100
White94.9895.0594.82
Two or more races95.6895.7995.13
Students with Disabilities93.6293.4693.44
Economically Disadvantaged94.5794.6394.26
English Learners95.9895.7194.8
Migrant97.1497.8297.47
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 Offenses66
Technology Offenses21
Offenses Against Student596
Offenses Against Staff39
Weapons Offenses27
Property Offenses30
All Other Offenses87
Other Offenses Against Persons226
Disorderly or Disruptive Behavior Offenses639
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 Indian0.3470.120.3690.270.3050.11
Asian1.4860.241.4020.271.5360.34
Black15.56828.5415.34928.8414.94833.68
Hispanic16.57214.5117.96817.2819.65412.21
Native Hawaiian0.0620.240.0490.012
White60.42948.6858.89847.7657.10844.98
Two or more races5.5987.676.0145.586.4628.68
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 Indian0.3470.3690.305
Asian1.4861.4021.536
Black15.56815.3498.3314.94835.71
Hispanic16.57217.9688.3319.65414.29
Native Hawaiian0.0620.0490.012
White60.42910058.89866.6757.10842.86
Two or more races5.5986.01416.676.4627.14
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 Indian0.3470.3690.305
Asian1.4861.4021.536
Black15.56815.34914.94850
Hispanic16.57217.96819.654
Native Hawaiian0.0620.0490.012
White60.42958.89857.10850
Two or more races5.5986.0146.462
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 Students45.9245.444.71
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students32.833.4233.74
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

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 Students79.6177.2476.35
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: 12 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 14.13 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional6%7%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%1%-
High 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
2014-201546%52%0%2%
2015-201648%49%0%3%
2016-201751%46%0%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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