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General school information

Division: Cumberland County Public Schools
Address: 1541 Anderson Hwy Cumberland, VA 23040
Superintendent: Dr. Amy Griffin
Region: 8
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 Schools3
Fully Accredited2
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 StudentsDivision858986
 Virginia858687
FemaleDivision929894
 Virginia898990
MaleDivision778377
 Virginia828384
BlackDivision8910083
 Virginia797981
HispanicDivision100<<
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision818389
 Virginia899091
Students with DisabilitiesDivision38<<
 Virginia535354
Economically DisadvantagedDivision878782
 Virginia757578
English LearnersDivision100<
 Virginia676762
Gap Group 2Division8910083
 Virginia797981
Gap Group 3Division100<<
 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 Students86255381169583113715929
Female97162291578632214766224
Male6544846861533911665534
American Indian<100<0<<<<<100<0
Black655504596153395645836
Hispanic-41415956862323706730
White107161291477632319785922
Two or more races125846421160494014695431
Students with Disabilities112917711233216712332267
Economically Disadvantaged6565044106252389675833
English Learners-363664-4242585656035
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students44844522071512910746426
Female55752432482581811766524
Male4423858165943419726328
Black-39396186860333686632
Hispanic<<<<<<<<<<<<
White96353372973452716796321
Two or more races<<<<36733627<<<<
Students with Disabilities-292971<<<<-272773
Economically Disadvantaged4444156166751335686432
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12604840958494221735227
Female137259281170593025775323
Male11503950845375516675133
Black653474794233583595641
Hispanic<<<<<<<<<100<0
White166549351275632531784622
Two or more races<<<<<<<<30805020
Students with Disabilities1313-887332767<<<<
Economically Disadvantaged8534447648425217705330
English Learners<100<0<<<<<100<0
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16523648126654346615539
Female22593741187355276746826
Male1046355466054406484252
Black1346335411544346-474753
Hispanic<<<<<100<0<<<<
White196444361473592711786722
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<1313-8714432957
Economically Disadvantaged1442285896051404585442
English Learners<<<<<100<0<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36561351657414321755525
Female57873232368453321836317
Male25452461048385220674733
Black35653441250385015705530
Hispanic<<<<<<<<<100<0
White57167292471472925805420
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<<<<<2323-77
Economically Disadvantaged36764331548335215685232
English Learners<<<<<<<<<100<0
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students86658341381681920775723
Female118170191887691328805320
Male6544846876682415756025
Black96557351478652213736028
Hispanic<<<<20806020<<<<
White107363271182711829855615
Two or more races<<<<<100<0<<<<
Students with Disabilities2129771<<<<<<<<
Economically Disadvantaged46056401378652214746026
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students756504456560356645836
Female7605340117262288655635
Male6534747-5959414646036
Black445425545651445575243
Hispanic<<<<<<<<<<<<
White968593257267289675833
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<14432957-202080
Economically Disadvantaged855474545449465645836
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students484791678882126756925
Female59084105938872807820
Male3787422983741710716129
Black586821448378172767324
Hispanic<<<<<<<<<<<<
White585801511988729776823
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<20503050
Economically Disadvantaged378752258479164676333
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107060301570553013675533
Female137864222179582116776123
Male662563886052409584942
Black7655735106858326666034
Hispanic<<<<<<<<13443156
White117665242173522718715229
Two or more races<<<<<<<<<100<0
Students with Disabilities145036501933146715301570
Economically Disadvantaged864563696253389635437
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students658524276254385615639
Female9655635157459266736727
Male351484925251484504650
Black553474796051402555245
Hispanic<<<<<<<<<<<<
White565603576557357665934
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<8332567-101090
Economically Disadvantaged755484585546455575243
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148369172378562219735427
Female18917392683571725815619
Male107565251872542814665234
Black108071201176652410786822
Hispanic<<<<<<<<<<<<
White168671143882441827754725
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<<<<30502050
Economically Disadvantaged10776723972622814705530
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5615639107363279706230
Female7686032117867229756625
Male355524596859328665834
American Indian<<<<<100<0<100<0
Black355524546965314646136
Hispanic4615739771632910776823
White76760331477622312766324
Two or more races124836522476532416624638
Students with Disabilities724177694132599393061
Economically Disadvantaged456514496960317655935
English Learners3575343952434815705530
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students44541552087661329865714
Female55045502285641526896311
Male44238581888691232835117
Black2413959582761820907110
Hispanic<<<<<100<0<100<0
White76052402990611033835017
Two or more races<<<<31855415<<<<
Students with Disabilities-292971<<<<-555545
Economically Disadvantaged54237582387641323825918
English Learners<<<<<100<0<100<0
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157156291669533113826918
Female177861221677612317856815
Male13655235166145398787022
Black55449469615239-777723
Hispanic<100<0<<<<<100<0
White207959212284631620856515
Two or more races<100<0<<<<20705030
Students with Disabilities1313-88-474753<<<<
Economically Disadvantaged116756331361483912796721
English Learners<100<0<<<<<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5423758297143294454055
Female12503850278053204514749
Male-363664316333374383362
Black5393461115140492383662
Hispanic<<<<<100<0<<<<
White7544646368044205555045
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<1313-877211479
Economically Disadvantaged5373263216241384433957
English Learners<<<<<100<0<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students670643016059408827418
Female9807120-6868324878213
Male4635937255524512776523
Black6665934-535347-676733
Hispanic<<<<<<<<<100<0
White5696431370673013897611
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<<<<2331869
Economically Disadvantaged770643025856425767124
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<100<0<<<<
Male<<<<<100<0<<<<
Black<100<0<<<<
White<<<<<100<0<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged<<<<<100<0<100<0
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students353504724139593434057
Female658524255045506443856
Male-494951-353565-434357
Black-4949513444156-343466
Hispanic8625438-606040<<<<
White455524523432665534747
Two or more races<<<<<<<<<<<<
Students with Disabilities-2525755161184-8892
Economically Disadvantaged153514723836621353465
English Learners10605040<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students47874221929181626138
Female58277183939072717029
Male4747026-91919-555545
Black2777423-95955-666634
Hispanic<100<0<<<<<<<<
White677712319089102565444
Two or more races<100<0<<<<<<<<
Students with Disabilities-333367<<<<-585842
Economically Disadvantaged3726928292908-585842
English Learners<100<0<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students155544567872223817819
Female262603857873224817719
Male-48485287870232817919
American Indian<<<<
Black-54544637471262686632
Hispanic<<<<<<<<<100<0
White260584098071202898711
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged-42425827270284797521
English Learners<<<<<<<<<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-7777233928981295835
Female-8686143918891393808
Male-68683249389712100880
Black-707030-909010492888
Hispanic<<<<<100<0<100<0
White-8282187938671997783
Economically Disadvantaged-7676246888212697913
English Learners<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students673672797667244726828
Female678722298172195706530
Male768623297162293757125
American Indian<<<<<100<0
Black46359372706830-676733
Hispanic661563967267284716729
Native Hawaiian<100<0<<<<
White8837517158166197777023
Two or more races17755825877692317755825
Students with Disabilities34340579473753-494951
Economically Disadvantaged467633367065302676533
English Learners-404060<<<<8585042
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16584342187052306524548
Female12635137147661246474153
Male19543546216544356565044
Black114938516514649-343466
Hispanic<<<<<100<0<<<<
White227351272480562014685532
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<713787-434357
Economically Disadvantaged10514149126250384494551
English Learners<<<<<100<0<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267663387061304726828
Female2747226107565256645736
Male261603976659342797721
Black25856424656135-686832
Hispanic<<<<<100<0<<<<
White2777523137360275736827
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<-545446-303070
Economically Disadvantaged163623746662343686532
English Learners<<<<<100<0<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students274722658074202848216
Female481771948177192817919
Male-65653577872222868414
Black2646236-818119-777723
Hispanic<<<<<<<<<<<<
White287851310827118491889
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged268663227270281828118
English Learners<100<0<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students91009108928382898711
Female9100910101009004858115
Male91009105767124-93937
Black-1001000-93937-848416
Hispanic<100<0<<<<<100<0
White111008901694776492888
Two or more races<100<0<100<0
Economically Disadvantaged7100930394906-797921
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students577722347671245726628
Female476722457973216787222
Male677722337370275676233
Black-696931-676733-787822
Hispanic<<<<<<<<<<<<
Native Hawaiian<100<0<<<<
White782751898374179696031
Two or more races<100<0<100<0<<<<
Students with Disabilities-555545<<<<-707030
Economically Disadvantaged275742557167291696831
English Learners<<<<<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students197859222581561917877013
Female187961212484601614887412
Male207656242578532219866714
American Indian<100<0<100<0
Black137359271878602210867614
Hispanic158065202080602013887513
White238259183084541622896611
Two or more races508636144582361836865014
Students with Disabilities-39396174337574605640
Economically Disadvantaged177356272177562315857015
English Learners8776923<<<<8776923
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107666241681651913867314
Female875672515836917993837
Male127664241777602316796421
Black667613311817019-858515
Hispanic<<<<<<<<<<<<
White108171192181601921886613
Two or more races<<<<<100<0
Students with Disabilities<<<<<<<<-555545
Economically Disadvantaged870623087667244807620
English Learners<100<0<100<0<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167963211384711617816419
Female88275181484711612847316
Male237552251284721621795721
Black578732377568259827318
Hispanic<100<0<<<<<100<0
White20785822189375723825918
Two or more races<100<0<100<0<<<<
Students with Disabilities-505050<<<<<<<<
Economically Disadvantaged107262281583671714826918
English Learners<100<0<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13806720158065201595795
Female15806520974652612907910
Male97870222286641419100810
Black107767236797421994846
Hispanic<100<0<<<<<100<0
White16816519238058202195745
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged667613376457362393707
English Learners<100<0<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15745926297647241791739
Female167559253687511321886713
Male15745926256944311494806
Black97060302374512616867014
Hispanic<<<<<100<0<100<0
White21795721337845221993747
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<-404060-505050
Economically Disadvantaged17755725227251281892748
English Learners<<<<<100<0<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students478235185285341523876513
Female54853215539642418866814
Male407938215076262428886012
Black367338274983341715836817
Hispanic<<<<<100<0<<<<
White6094346528533152893657
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<-232377-626238
Economically Disadvantaged417937214382391819856515
English Learners<<<<<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 88.64 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-kindergarten1018681
Kindergarten898882
Grade 11039286
Grade 210810488
Grade 310010799
Grade 4100107105
Grade 59298105
Grade 69088103
Grade 71179090
Grade 8119109101
Grade 9108128117
Grade 10105110118
Grade 119899103
Grade 121019386
Total Students1,4311,3991,364
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 Students143113991364
Female697694677
Male734705687
American Indian222
Asian1
Black570579551
Hispanic625660
White718689678
Two or more races787372
Students with Disabilities136121143
Not Students with Disabilities129512781221
Economically Disadvantaged1027952837
Not Economically Disadvantaged404447527
English Learners413426
Not English Learners139013651338
Migrant112
Homeless891
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 StudentsDivision49423141
State4977134413270494355291988
FemaleDivision34171121
State27208151939333271895690
MaleDivision15252020
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
BlackDivision26161011
State79241059810692161508849
HispanicDivision<<<<<<
State47494925291891967259
WhiteDivision22212020
State299791609911555741732722
Two or more racesDivision<<<<0<
State23621474924317496
Students with DisabilitiesDivision<<<<0<
State1022602927041321179106
Economically DisadvantagedDivision25281131
State959315817159242326561135
English LearnersDivision<<<<<<
State1518329526533162780
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 Students1009494959544
Female565292.95394.623.6
Male444295.54295.524.5
American Indian0<100<10000
Black454395.64395.612.2
Hispanic0<<<<<<
White474595.74595.724.3
Two or more races0<<<<00
Students with Disabilities0<100<10000
Economically Disadvantaged595491.55593.235.1
English Learners0<<<<<<
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 Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment152 / 36.89%141 / 32.79%147 / 34.67%
Governor’s School Enrollment21 / 5.1%23 / 5.35%22 / 5.19%
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 StudentsDivision1006139
State800255758028
FemaleDivision483331
State404623112723
MaleDivision522846
State395632645333
BlackDivision372143
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision553438
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision0<100
State5663303146
Economically DisadvantagedDivision532847
State224061294742
English LearnersDivision0<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 AssessmentsDivision---
 State397141393623
State LicensuresDivision1155
 State167317901964
Industry CertificationDivision215142179
 State89541100544109590
Workplace ReadinessDivision10-27
 State336653077542313
Total Credentials EarnedDivision236147211
 State128850137248157490
Students Earning One or More CredentialsDivision146109150
 State104867109089126113
CTE CompletersDivision755655
 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 Students<<<<%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students<<<<%
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
60.963.864.2

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
2013-20143,089.006,204.001,254.00
2014-20153,168.006,415.001,332.00
2015-20163,061.006,736.001,388.00

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 Students11721444463121511536581138125397511321235464
Female587641331604541828574581535567622730
Male585803132611611830564672440565612734
American Indian0000000000000000
Asian00000000
Black475421518508331022478461221473402115
Hispanic45931562135261546827
Native Hawaiian00000000
White594872342582702330541692448548722841
Two or more races554326610236542162331
Students with Disabilities10323311104129101021881411619610
Economically Disadvantaged74710238388388725387579830547811004348
English Learners32520460013420330425
Homeless000000008002
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 Students94.5594.4494.27
Female94.6394.794.26
Male94.4894.1994.28
American Indian96.493.9793.1
Black95.3495.395.26
Hispanic95.7495.2694.78
Native Hawaiian95.65
White93.8493.6393.37
Two or more races94.4694.794.93
Students with Disabilities92.0391.7793.04
Economically Disadvantaged94.2994.0993.9
English Learners96.1595.5894.73
Migrant67.1483.8772.5
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses<
Technology Offenses<
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons48
Disorderly or Disruptive Behavior Offenses76
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 Indian0.140.470.1430.147
Asian0.07
Black39.83245.7541.38754.3640.39659.18
Hispanic4.3333.34.0031.344.3993.06
Native Hawaiian0.073
White50.17545.2849.24940.9449.70735.71
Two or more races5.4515.195.2183.365.2792.04
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 Indian0.140.1430.147
Asian0.07
Black39.83241.38710040.396
Hispanic4.3334.0034.399
Native Hawaiian0.073
White50.17549.24949.707
Two or more races5.4515.2185.279
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 Indian0.140.1430.147
Asian0.07
Black39.83241.38740.396
Hispanic4.3334.0034.399
Native Hawaiian0.073
White50.17549.24949.707
Two or more races5.4515.2185.279
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 Students66.9967.9365.18
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 Students55.5264.5662.85
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 Students75.7373.7174.07
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.89 : 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 icon

2015-2016 Grades 8-12 Student Teacher Ratio: 11.04 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional3%6%
Provisional Special Education1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools-4%-
High Poverty-4%1%
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
2014-201557%40%1%2%
2015-201655%42%1%2%
2016-201760%38%0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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