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General school information

Division: Danville City Public Schools
Address: 341 Main Street, Suite 100 Danville, VA 24541
Superintendent: Dr. Stanley B. Jones
Region: 6
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 Accredited2
Accreditation Denied7
Partially Accredited: Warned School-Pass Rate1

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 StudentsDivision6873
 Virginia8586
FemaleDivision7877
 Virginia8989
MaleDivision5971
 Virginia8283
AsianDivision<<
 Virginia9092
BlackDivision6368
 Virginia7979
HispanicDivision7788
 Virginia7676
WhiteDivision8183
 Virginia8990
Two or more racesDivision<83
 Virginia8889
Students with DisabilitiesDivision2132
 Virginia5353
Economically DisadvantagedDivision6775
 Virginia7575
English LearnersDivision6367
 Virginia6767
Gap Group 2Division6368
 Virginia7979
Gap Group 3Division7788
 Virginia7676
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 Students866583496455367585142
Female970613096859328625438
Male861543996051407554745
American Indian<100<0<<<<<<<<
Asian178367172076562416796321
Black559544165751434524748
Hispanic977682397768239696031
Native Hawaiian<<<<<100<0<100<0
White168165191881631916745826
Two or more races157864221278662217735627
Students with Disabilities730237083021707292171
Economically Disadvantaged661543955651445514649
English Learners116756331568533210675733
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116150391366533410524348
Female126654341168573210544346
Male10554545156449369514249
Asian<<<<<<<<<<<<
Black7534747106151395454055
Hispanic166853322374522616766024
White208059201878602219684832
Two or more races276436361783671719573843
Students with Disabilities4292571164125598261874
Economically Disadvantaged756494486153397433657
English Learners267449261769523123805720
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9544546125745439625338
Female8564944136349378686032
Male105343471050405010564544
Asian<100<0<<<<<<<<
Black748415275043506565144
Hispanic867593366559359746526
White157055302873442723765424
Two or more races33673333875672520907010
Students with Disabilities6191381153319679302170
Economically Disadvantaged750435054742536575043
English Learners971622916695331-636337
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136552351156464413584542
Female117160291260484015634838
Male165943411053434711534247
Asian<100<0<100<0<<<<
Black1158484274740539504150
Hispanic10766624982741813685532
White248258182478542223755225
Two or more races<100<0862543817755825
Students with Disabilities133017701225137512332167
Economically Disadvantaged11615039649425110544446
English Learners107162292490661022745226
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students667613375750436474153
Female675682556155396524648
Male660544095445476433757
Asian<100<0<100<0<100<0
Black362593865245483403760
Hispanic-818119-6060406696331
White187759231476612417675033
Two or more races25835817<<<<15624638
Students with Disabilities729227152621746211679
Economically Disadvantaged362593875245482434057
English Learners-646436-3636649736427
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9685932107666245656035
Female11726128108373176696431
Male865583596859325625738
Asian<<<<<100<0<100<0
Black661553967065305625738
Hispanic1885671514867114-717129
White14867114208970118756725
Two or more races-8080203192628<<<<
Students with Disabilities736296433329673302770
Economically Disadvantaged763573757064305645936
English Learners7676033<<<<-616139
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students361583945551454514749
Female563593745753435555045
Male158564245449463474453
Asian<<<<<<<<<100<0
Black254524624341572434157
Hispanic471672968579154595641
White57672241083721710726128
Two or more races-676733<<<<20806020
Students with Disabilities522177841915813171383
Economically Disadvantaged255534534744532383662
English Learners<<<<14645036-505050
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students684771638077205726728
Female986771438078203737027
Male481771947975216706430
Asian<<<<<100<09827318
Black2797721-7575252676533
Hispanic3898611888811212655435
White19937471089791111877513
Two or more races<100<0<100<0<<<<
Students with Disabilities5474153-3232689423358
Economically Disadvantaged5797421-8080203666334
English Learners<<<<<<<<-474753
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 Students11665534964553612645236
Female147056301070603011695931
Male8625338858504213584642
Asian37794221<<<<27876013
Black558534245653446575243
Hispanic107767231581661918634537
Native Hawaiian<100<0<<<<
White298354172381581928845616
Two or more races10867614-79792128896111
Students with Disabilities6272173937286316351965
Economically Disadvantaged558524245551458524548
English Learners-393961-4444567504350
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students953444755146499534547
Female1459464155853429655635
Male547425354540558403360
Asian<<<<<<<<<100<0
Black644395624138595464154
Hispanic47167291073632712625038
White217251281072622818775823
Two or more races-757525<<<<<<<<
Students with Disabilities8191181423197711211179
Economically Disadvantaged545405534037605393461
English Learners<<<<<<<<8544646
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137764231376632414735927
Female158065201378652212736127
Male127563251273622717735727
Asian30805020<<<<30805020
Black571672957166296686232
Hispanic148168192190691024644036
Native Hawaiian<100<0<100<0
White35925683388551234895411
Two or more races<100<0<<<<<100<0
Students with Disabilities53430661553384721482852
Economically Disadvantaged6716529673672711675633
English Learners-434357<<<<6474153
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 Students865563586355377544746
Female868603276658346575143
Male861533995951417504250
American Indian<<<<<<<<<<<<
Asian258459162586611430805020
Black658524265751434474253
Hispanic979692187567257686032
Native Hawaiian<<<<<<<<<<<<
White168064201576612414705630
Two or more races1278662296960319675733
Students with Disabilities835276593223687261974
Economically Disadvantaged661553955550454474353
English Learners137764231472592810675733
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1361493996152398564744
Female1365523566356378554745
Male12584542115948419564744
Asian<<<<<<<<<<<<
Black855464555650444444056
Hispanic11635337137563258887913
White237956211673572718796121
Two or more races36824518875672514574343
Students with Disabilities12433257144530556383262
Economically Disadvantaged957484345652446443856
English Learners206949312169483110877713
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146653341766503415624838
Female166852321770533011635337
Male116554351763463719614339
Asian<100<0<100<0<<<<
Black95849421361483910574643
Hispanic238764131777602318765924
White278760132978492229764824
Two or more races1775582517755825<<<<
Students with Disabilities103827621645295513331967
Economically Disadvantaged1065553586153398585042
English Learners29916291984651615675233
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166347371259464110554645
Female166650341563483711594841
Male16604440105545458514349
Asian<100<0<100<0<100<0
Black1256444495143497474053
Hispanic107666241183711710605040
White348449162575492519775823
Two or more races<<<<216443368675833
Students with Disabilities93020701232206811302070
Economically Disadvantaged1360474075043507484152
English Learners107667242285631519705230
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students775682546360374605740
Female780742036865324676333
Male870623155955414555245
Asian<100<0<100<0<<<<
Black471672935955413545146
Hispanic1291799-7676249817219
White1682661878174196767024
Two or more races18826418<<<<-757525
Students with Disabilities949405152217789261774
Economically Disadvantaged572672856157393545146
English Learners-93937-73732713786522
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students557514324745533373463
Female462573825452463423958
Male653474723937612323068
Asian<<<<<100<0<100<0
Black649445114140591353365
Hispanic-78782246258384444056
White672662856358377463954
Two or more races10605040<<<<<<<<
Students with Disabilities11291971514986813587
Economically Disadvantaged553484733937613333067
English Learners-646436<<<<6332867
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15452461353465-282872
Female1616039-333367-373763
Male147465313635641212079
Asian<<<<<<<<<<<<
Black25250481302970-252475
Hispanic-565644-656535-464654
White-535347-494951-484852
Two or more races-909010<<<<<<<<
Students with Disabilities52419763141186211989
Economically Disadvantaged153524712928711282772
English Learners<<<<-545446-404060
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277742317171291504950
Female3827918-7272281555445
Male271702917069301454455
Asian<<<<<<<<<<<<
Black1727128-6969311454455
Hispanic-797921-747426-595941
White588831237572252615939
Two or more races-808020-808020-808020
Students with Disabilities-323268-505050-212179
Economically Disadvantaged1717029-676633-454555
English Learners<<<<<<<<-686832
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students356534467569254454155
Female357544357570255494351
Male456524477467263403860
American Indian<<<<<100<0<<<<
Asian30805020<100<0<<<<
Black24845524696631-373663
Hispanic-888813773672712645236
White77770231086761410584842
Two or more races<<<<-707030<<<<
Students with Disabilities-272773-646436-474753
Economically Disadvantaged253514716968312383762
English Learners-707030<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14816719279367719907110
Female11817119219473615907510
Male1780632033936072591669
Asian<100<0<100<0<100<0
Black8756725239269813907710
Hispanic158167191894766-94946
White20886812349561527896311
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged9776923229371712887612
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 Students768603296859327605340
Female668623286860326605340
Male9675833106959318605240
American Indian<<<<<100<0<100<0
Asian17907310168064202591669
Black460554065851424504650
Hispanic97869221080702010695831
Native Hawaiian<100<0<100<0<100<0
White168670141590751016836817
Two or more races278762278073207807320
Students with Disabilities7312469123927617302370
Economically Disadvantaged561573955852425514649
English Learners2615939116756337625538
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157156291668523311544346
Female117362271768513213544146
Male20694931156752338544546
Asian<100<0<100<0<<<<
Black11675533125947416443856
Hispanic14695531179275817604340
White328654143287551325835817
Two or more races<<<<869623118553645
Students with Disabilities173720631642265816372163
Economically Disadvantaged1268563295850428504150
English Learners5676233259671419705230
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students560554065953414514749
Female659534145652443514949
Male461573986355375514549
Asian<<<<<<<<<100<0
Black352494844845522434157
Hispanic464603697668247635637
White108372171288771211736227
Two or more races-757525<<<<10807020
Students with Disabilities827197382820727251975
Economically Disadvantaged253514755147493393761
English Learners-303070-464654-575743
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students569643156863327645836
Female468643246662344666334
Male6706330770643010625238
American Indian<<<<<100<0
Asian<100<0793867<100<0
Black260584025855423504750
Hispanic879712167468267504350
White1488751213917891593787
Two or more races<100<0892838<100<0
Students with Disabilities-3333674302670-282872
Economically Disadvantaged262613825654444545046
English Learners<<<<-474753<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9888012781741921866514
Female7908310483801716856915
Male118676141078692226876113
Asian<100<0<100<042100580
Black4878313674682615806520
Hispanic11897911137865222594696
White1690741068983112591669
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged5858015283801711736227
English Learners<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students459554157266282585642
Female257554357267282585642
Male662563857166292595741
Asian10908010<<<<<<<<
Black24947511585742-505050
Hispanic8888112-7575254747026
Native Hawaiian<100<0
White1081711911978635797421
Two or more races-676733<<<<-828218
Students with Disabilities-202080-242476-202080
Economically Disadvantaged252504835856421525148
English Learners-656535<<<<-474753
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 Students157459261673572716695431
Female147460261372592813695631
Male177558251873562719705130
American Indian<100<0<100<0<100<0
Asian408949113979392132905810
Black96758331066563410625238
Hispanic238966112183621717826518
Native Hawaiian<100<0<100<0<100<0
White289061102886581430865614
Two or more races278356171488741228886013
Students with Disabilities73933611146355412392761
Economically Disadvantaged116958311067583311604940
English Learners267953211670553014715829
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8817319980712012705830
Female679722157772238696131
Male98374171383701716715529
Asian10807020<<<<991829
Black274722647370277625538
Hispanic-91919159681429795021
White22937071990711025886312
Two or more races<100<0<100<010908010
Students with Disabilities230287055954419473753
Economically Disadvantaged575702547974215595441
English Learners-505050<<<<8756725
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6615539963543710564744
Female458544286355378574843
Male86456361164533611564544
Asian46100540<<<<<<<<
Black149485145651445443956
Hispanic1585691596656349776723
Native Hawaiian<100<0
White148875122482581823836017
Two or more races1864453610100900<<<<
Students with Disabilities132316832623742201880
Economically Disadvantaged255534555954414474453
English Learners68378178544646-444456
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178972112386631416856815
Female128573151381681911827118
Male2392708349258823886512
American Indian<100<0<100<0
Asian<<<<<<<<<100<0
Black8877913148368178807220
Hispanic39945664080402013877313
White27906310269164930906010
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged108676141377632314766124
English Learners<<<<<<<<<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<<<<
Female<100<0
Male<100<0<<<<
Black<100<0<<<<
Hispanic<100<0
White<100<0
Economically Disadvantaged<100<0<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207857221873562715665234
Female228058201873552713665334
Male187556251874562616675133
Asian<<<<<<<<<100<0
Black13736027116756339595041
Hispanic21927181984661623775423
White398646143890521028885913
Two or more races1792758<<<<60903010
Students with Disabilities433296733026704312769
Economically Disadvantaged13725928107060309564644
English Learners<<<<-58584217755825
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287042302069483124765324
Female277145292072522820765724
Male296940312166453428764824
Asian<100<0<100<0<<<<
Black206242381563483718735527
Hispanic43854315319059101596814
White45914693479442146823718
Two or more races507525251783671740905010
Students with Disabilities14422858944355612423058
Economically Disadvantaged246844321363503719705130
English Learners538835123810063028896111
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: 84.66 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-kindergarten280263239
Kindergarten530473423
Grade 1542524450
Grade 2493528506
Grade 3494490480
Grade 4446479472
Grade 5428441452
Grade 6424401432
Grade 7437407382
Grade 8442425401
Grade 9514549489
Grade 10517516530
Grade 11459406413
Grade 12309347287
Total Students6,3156,2495,956
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 Students631562495956
Female312830892918
Male318731603038
American Indian5711
Asian858077
Black428442564071
Hispanic435429422
Native Hawaiian322
White134313111208
Two or more races160164165
Students with Disabilities901930850
Not Students with Disabilities541453195106
Economically Disadvantaged477330432811
Not Economically Disadvantaged154232063145
English Learners274273296
Not English Learners604159765660
Homeless1095035
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision17318939113647
State4917234247347693750052232
FemaleDivision103961671021
State268261510012453531829806
MaleDivision70932342626
State2234619147223158431761426
AsianDivision<<<<0<
State44281223901613062
BlackDivision801493582735
State78991054114312301412964
HispanicDivision16130011
State44244511381851536311
WhiteDivision65244289
State300171650814345631731798
Two or more racesDivision<<<<0<
State222313111283715989
Students with DisabilitiesDivision518391134
State946530734751091062120
Economically DisadvantagedDivision3283103224
State921814810194032821221221
English LearnersDivision<<<<<<
State448206829417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students4954018142485.7367.3
Female2532158522990.5104
Male24218676.919580.62610.7
Asian0<<<<00
Black3342647928284.4278.1
Hispanic312993.53096.813.2
White11293839584.887.1
Two or more races0<<<<00
Students with Disabilities806277.564801316.3
Economically Disadvantaged15412581.213587.721.3
English Learners0<<<<<<
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken66 / 3.67%37 / 2.04%26 / 1.51%
Advanced Placement Course Enrollment131 / 7.28%79 / 4.35%41 / 2.39%
Dual Enrollment479 / 26.63%418 / 22.99%397 / 23.09%
Governor’s School Enrollment27 / 1.5%27 / 1.49%26 / 1.51%
IB Course Enrollment1 / .06%5 / .28%13 / .76%
Senior Enrolled in IB Program1 / .06%5 / .28% -
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 StudentsDivision33022931
State800255757828
FemaleDivision16712724
State404623112623
MaleDivision16310237
State395632645233
AsianDivision0<100
State5267459213
BlackDivision20213533
State171671128134
HispanicDivision211433
State8077522035
Native HawaiianDivision0<100
State1147336
WhiteDivision937025
State457593374926
Two or more racesDivision10<100
State3387249826
Students with DisabilitiesDivision221627
State5663303146
Economically DisadvantagedDivision18211935
State224061294542
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
CTE CompletersDivision152161132
 State392914240439528
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 Students961636841.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students13521810045.9%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1211828044%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
6565.564.9

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,008.006,235.001,558.00
2013-20143,078.006,201.001,319.00
2014-20152,761.006,486.001,454.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

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 Students5587510206389563850224435955245462313655082603296378
Female28422458916228642411121472802254981432546284133155
Male2745265117227277426113221227222921332222536319163223
American Indian0000000000008002
Asian70213756228032075112
Black3773355139288381234017026337333861652753440433223279
Hispanic3911781041126115391291320367351320
Native Hawaiian0000000000000000
White12241245379119211752771164110476310461155268
Two or more races12112591391191114618371441977
Students with Disabilities7541054110076099416473110553736931034968
Economically Disadvantaged4218448174297434541921227127063601462232862431223278
English Learners2679552859842731257297171210
Homeless91176151332518165418111944181214
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 Students94.2394.1493.82
Female94.4894.4394.06
Male93.9893.8693.58
American Indian92.0792.3992.95
Asian96.7296.7397.19
Black94.193.9893.68
Hispanic95.7895.1794.56
Native Hawaiian98.9510098.24
White94.0294.1693.85
Two or more races93.6194.2193.59
Students with Disabilities93.1392.5792.58
Economically Disadvantaged93.9293.3192.86
English Learners96.4596.0695.39
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses57
Technology Offenses100
Offenses Against Student60
Offenses Against Staff31
Weapons Offenses27
Property Offenses64
All Other Offenses75
Other Offenses Against Persons690
Disorderly or Disruptive Behavior Offenses1,745
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.0630.050.0790.090.1120.28
Asian1.1720.051.3460.051.280.28
Black68.07188.1367.83888.868.10787.69
Hispanic6.0981.46.8881.656.8652.41
Native Hawaiian0.0480.0480.032
White22.2847.6221.2677.4820.9797.39
Two or more races2.2652.752.5341.932.6241.94
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.0630.0790.112
Asian1.1721.3461.28
Black68.07196.6767.83889.6668.107100
Hispanic6.0986.8886.865
Native Hawaiian0.0480.0480.032
White22.2843.3321.2673.4520.979
Two or more races2.2652.5346.92.624
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.0630.0790.112
Asian1.1721.3461.28
Black68.07190.9167.83879.3168.107
Hispanic6.0986.8883.456.865
Native Hawaiian0.0480.0480.032
White22.2849.0921.26717.2420.979
Two or more races2.2652.5342.624
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 Students77.0394.8194.77
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 Students54.6756.4858.31
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 Students83.3380.4681.89
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.78 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.67 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional6%7%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%1%5%
High Poverty100%1%5%
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
2014-201544%52%1%3%
2015-201643%53%1%3%
2016-201744%50%1%5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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