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General school information

Division: Dinwiddie County Public Schools
Address: 14016 Boydton Plank Road Dinwiddie, VA 23841
Superintendent: Dr. Kari Weston
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools7
Fully Accredited7

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 StudentsDivision7575
 Virginia8586
FemaleDivision8281
 Virginia8989
MaleDivision6871
 Virginia8283
American IndianDivision100<
 Virginia8484
BlackDivision7973
 Virginia7979
HispanicDivision7564
 Virginia7676
WhiteDivision7079
 Virginia8990
Two or more racesDivision8876
 Virginia8889
Students with DisabilitiesDivision3641
 Virginia5353
Economically DisadvantagedDivision6970
 Virginia7575
English LearnersDivision<<
 Virginia6767
Gap Group 2Division7973
 Virginia7979
Gap Group 3Division7564
 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 Students117564251275632513786522
Female127866221480662016826618
Male97162291171602911756325
American Indian<<<<<<<<<100<0
Asian<<<<<<<<<<<<
Black768613286658349716229
Hispanic969603186961319726328
Native Hawaiian<100<0<<<<<100<0
White138066201582671817826618
Two or more races67468261280682012837117
Students with Disabilities639326173932626484352
Economically Disadvantaged7676033870623010736327
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178265181477632315786322
Female168670141581661915756025
Male187760231372592815816619
Black10726228466613411675533
Hispanic22745226178367179867714
White218766131982631817826418
Two or more races-939371373602720100800
Students with Disabilities7534647114030602575543
Economically Disadvantaged9776823969613110726328
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168367171978582219816119
Female198768132382591825845916
Male148065201673572714776323
Black15836717177053309726228
Hispanic138067201066553422896711
White188466162383601724856115
Two or more races12887612688811322725028
Students with Disabilities12534247104334574413759
Economically Disadvantaged137865221374612713756225
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147965212389661123856215
Female18816319239268824906610
Male117867222286641423805720
Black97061301985661518836517
Hispanic1363503869488617836717
White18866814259166929875813
Two or more races1179682127936776837817
Students with Disabilities84436561253414712584742
Economically Disadvantaged97061301590741017836617
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106454361066563412786622
Female136956311269563116826618
Male860524086456368736527
Black6544746551454912726028
Hispanic76759338312369-656535
Native Hawaiian<100<0<100<0
White147359271478642213826918
Two or more races5575243-63633715856915
Students with Disabilities2191781-2727738504250
Economically Disadvantaged5575243759524110746426
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8706330873652710766624
Female11766524975672511817019
Male565613577063308706230
Asian<<<<<100<0<<<<
Black567613346460366706430
Hispanic-78782211594841-474753
White11736227980712013816819
Two or more races<<<<11786722-777723
Students with Disabilities-25257573630644454155
Economically Disadvantaged461583946661347716429
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students260584076659349685932
Female3646136977682311726228
Male257554355551457635637
Asian<100<0<<<<<100<0
Black454504665347475605540
Hispanic-585842-81811911503950
White1666534873652711746426
Two or more races5555045<<<<18826518
Students with Disabilities-20208043330674373363
Economically Disadvantaged144435645955416554945
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students682761858176194827818
Female682761858580155868114
Male683771757773233797521
American Indian<100<0<100<0<100<0
Asian<<<<<<<<<100<0
Black479762137673242757425
Hispanic-636338-656535-808020
White886781468680145858015
Two or more races787801317836717991829
Students with Disabilities195233485383262-444456
Economically Disadvantaged379762137269282747226
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 Students97161291173622718796121
Female107767231381681922846216
Male9655635865573513736027
American Indian<100<0<<<<<<<<
Asian<<<<<<<<<100<0
Black6686332664583612736027
Hispanic10483852371692920806120
White127462261579642121826218
Two or more races86961311090801024835917
Students with Disabilities1143325763529656413459
Economically Disadvantaged4656135464603610746426
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6595441961523916725628
Female77063301472582820775723
Male5494551552474812655435
Asian<100<0<<<<<100<0
Black4585342650445012645236
Hispanic8504250681751915695431
White66054401268563217775923
Two or more races9595041<<<<29764724
Students with Disabilities728227253227686352965
Economically Disadvantaged353504755449469645536
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128168191283711719866714
Female12827018128977112492688
Male137967211177652315816619
American Indian<100<0<<<<<<<<
Asian<<<<<<<<<100<0
Black7777023578722212827018
Hispanic12473553-6363372595705
White188870131788721223886412
Two or more races786791417927581792758
Students with Disabilities1658424283932616484252
Economically Disadvantaged5817519475722510877713
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 Students147056301676602414786422
Female157358271779622114806620
Male136654341473592713756225
American Indian10403060<<<<<100<0
Asian875672527734527<<<<
Black861533996859327716429
Hispanic137360281880622013796621
Native Hawaiian<100<0<100<0<100<0
White177558251980612017816419
Two or more races176750332079602119816219
Students with Disabilities9413359104839525555045
Economically Disadvantaged9625338117160299736427
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227654242181601915826718
Female247854222082621813816819
Male217554252279572117836617
Black13645236107160297797121
Hispanic18796121179478623825918
White298455162684571618836517
Two or more races21715029258863131393807
Students with Disabilities1657414394738536676133
Economically Disadvantaged15715629127562258776923
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students309060103787501330885812
Female32926184290481029865814
Male288860123385521531895911
Black208969112179582112827118
Hispanic46100540347641242494716
White3491579479346737905310
Two or more races33895611389456650893911
Students with Disabilities12645336126048404464354
Economically Disadvantaged218969112985561520866614
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students32855315309161925845916
Female338957113490561029875813
Male31815019259166922816019
Black217351272188671217776023
Hispanic2594696409353723775323
White3891539329159930895911
Two or more races309060103310067018826518
Students with Disabilities1957374386153396595341
Economically Disadvantaged258055202188671218816319
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6655935460564012806920
Female6696231463593714826918
Male662573855853429786922
Black259574154035608776923
Hispanic11705930-585842694886
Native Hawaiian<100<0<100<0
White7716429572672813796621
Two or more races10483852-58584215100850
Students with Disabilities230297083326676635837
Economically Disadvantaged-54544635451467716429
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students958504255550453545146
Female1164533665954413605740
Male754474655146493474453
Asian<<<<<<<<<<<<
Black552474824947513423858
Hispanic-8181195555045-464654
White1261493976054404625838
Two or more races<<<<21573643-585842
Students with Disabilities-232377133825626423558
Economically Disadvantaged449465155146494524948
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2595741127361278797121
Female3625938147965216797221
Male15655441067573310807020
Asian<100<0<<<<<100<0
Black255524536258383777423
Hispanic<<<<241007604757125
White16160391678622211806920
Two or more races76760334080402021866414
Students with Disabilities730237094536558494251
Economically Disadvantaged254524666661346787222
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5585442981721910736327
Female66558351087771313816819
Male353504777568258665834
American Indian<<<<<100<0<100<0
Black557524388475167666034
Hispanic5645936-9393718887112
White46056401078682212776523
Two or more races17584242676712433804720
Students with Disabilities-212179-4646541454455
Economically Disadvantaged350475037775234656035
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students359564236663345746926
Female261593937168296777123
Male456524436259383716829
American Indian<<<<<100<0<100<0
Asian<100<0<100<0
Black145435525755432696731
Hispanic-505050-727228-696931
White571662937067307777023
Two or more races656504413887513-646436
Students with Disabilities-292971-545446-727228
Economically Disadvantaged142425826260382716929
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9766724138976119827318
Female10756625987781310867614
Male9776823179073108776923
American Indian<100<0<100<0
Asian<<<<<100<0
Black-84841688880126746826
Hispanic<<<<3392588<<<<
Native Hawaiian<100<0<100<0
White117563251389761111897811
Two or more races<<<<<<<<10807020
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged375712568377178736527
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 Students8726428117867229756625
Female773672797970218766824
Male97162291377642311746326
American Indian<<<<<<<<<<<<
Asian<<<<<<<<<<<<
Black362593876559355656035
Hispanic4635937128169199766724
Native Hawaiian<100<0<100<0<100<0
White127968211385721512816919
Two or more races46864321182711813776423
Students with Disabilities741345965145496474253
Economically Disadvantaged463583776861326666034
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962213190591017755825
Female15796321319463615796421
Male197960213186551420725228
Black8655735228159199696031
Hispanic6595341259469617705330
White24876313369459622805820
Two or more races59085103387531317725628
Students with Disabilities115544451065543510524348
Economically Disadvantaged117058302285631511715929
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students361593947167297706330
Female363603727472267686132
Male260584076962317726528
Asian<100<0<<<<<100<0
Black453494745451463615839
Hispanic-57574367872227676033
White2686632584781610766624
Two or more races-555545<<<<12715929
Students with Disabilities-33336755146498403260
Economically Disadvantaged-51514946157393636037
English Learners<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students473692777770237736627
Female378752257570258756725
Male667613397869227726528
American Indian<<<<<<<<
Asian<100<0<100<0<100<0
Black164633636663344656135
Hispanic-67673317836717-818119
Native Hawaiian<100<0<100<0
White7807320984751610776723
Two or more races-636338867583312827118
Students with Disabilities3272473-3232682403860
Economically Disadvantaged164633646763334625838
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1089791188880121391799
Female108778135878213891839
Male1193817118978111892748
Asian<100<0<100<0
Black288861238582159897911
Hispanic<<<<<<<<<100<0
White1792758108878121293807
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<
Economically Disadvantaged14887412584791615857015
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students567623347167295746926
Female365623537268284777223
Male769623157066305716629
Asian<<<<<100<0<<<<
Black155544536057402575543
Hispanic66861326696331-888812
White876682457874227867914
Two or more races65650444787422-858515
Students with Disabilities-333368-4646542464454
Economically Disadvantaged158574215958412626138
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 Students218361172083631721846316
Female188163191883651719846416
Male248460162283601722846216
American Indian<100<0-606040<100<0
Asian<<<<<<<<<<<<
Black137764231478632216766024
Hispanic158470161886691418907110
White268660142486621424886412
Two or more races318352172185641524906610
Students with Disabilities13564344957494311655535
Economically Disadvantaged157661241477632317786122
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10817219982741811857415
Female376732468175197837617
Male178770131284721614867314
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black376732457771236777023
Hispanic7716429-888813491879
White148571151186751413907710
Two or more races25926782385621517675033
Students with Disabilities94131593524848-565644
Economically Disadvantaged674682637572255797421
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12816919972632813766324
Female9827418572662813786522
Male147965211271592913756225
American Indian<100<0<<<<<100<0
Asian<<<<<100<0<<<<
Black678732277265288645736
Hispanic129281877164291393807
White158267181172612816836717
Two or more races12655335875672510100900
Students with Disabilities2484652-313169-585842
Economically Disadvantaged771642956055408665834
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147763231184731611857415
Female1173612897970218827418
Male188265181490761014877313
Black559554127876227726528
Hispanic<<<<36824518-91919
White198768131389761113897511
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged467623348278189746426
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8958858968848867814
Female-90901031009703888413
Male14100860149278813847216
Asian<100<0
Black-9191910958658817319
Hispanic<100<0<<<<<100<0
White910091099888210877713
Two or more races<<<<<100<0<100<0
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged119483648986113777323
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217958212782551824846016
Female207960212885561524835917
Male227957212680532025866114
Asian<100<0<<<<<100<0
Black197556251670543018826418
Hispanic7645736279367720886812
White23825918359156929855615
Two or more races25856015<<<<4093537
Students with Disabilities-46465485244489574943
Economically Disadvantaged127361271975562514796521
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students46894311469548542904810
Female4588431246965144191509
Male47904210469346744894611
Asian<<<<<100<0
Black30825218389457641874613
Hispanic41945363110069042854215
White549138953954254493487
Two or more races56100440361006402994656
Students with Disabilities166447361679632119745526
Economically Disadvantaged33855215339360735885212
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: 88.01 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-kindergarten46055
Kindergarten338326309
Grade 1349361309
Grade 2321330342
Grade 3363339335
Grade 4305362336
Grade 5355314361
Grade 6335346313
Grade 7350339355
Grade 8339349330
Grade 9403368401
Grade 10323338310
Grade 11309322307
Grade 12308324331
Total Students4,4444,4184,394
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 Students444444184394
Female216421572173
Male228022612221
American Indian141415
Asian141616
Black151715291473
Hispanic261253270
Native Hawaiian557
White241923772386
Two or more races214224227
Students with Disabilities472437517
Not Students with Disabilities397239813877
Economically Disadvantaged204422512197
Not Economically Disadvantaged240021672197
English Learners736886
Not English Learners437143504308
Homeless378
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 StudentsDivision1291512082114
State4917234247347693750052232
FemaleDivision78706399
State268261510012453531829806
MaleDivision5181145125
State2234619147223158431761426
American IndianDivision<<<<0<
State110112125285
AsianDivision<<<<0<
State44281223901613062
BlackDivision456510187
State78991054114312301412964
HispanicDivision670000
State44244511381851536311
WhiteDivision7270107126
State300171650814345631731798
Two or more racesDivision480010
State222313111283715989
Students with DisabilitiesDivision01320022
State946530734751091062120
Economically DisadvantagedDivision437314687
State921814810194032821221221
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 Students34330087.531692.1216.1
Female1751548816493.795.1
Male16814686.915290.5127.1
American Indian0<100<10000
Asian0<<<<00
Black13612088.212692.685.9
Hispanic13131001310000
White17715285.916291.5126.8
Two or more races131292.31292.317.7
Students with Disabilities373389.23594.625.4
Economically Disadvantaged15113086.114193.485.3
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 Taken - - -
Advanced Placement Course Enrollment61 / 4.54%88 / 6.51%97 / 7.19%
Dual Enrollment51 / 3.8%74 / 5.47%69 / 5.11%
Governor’s School Enrollment20 / 1.49%19 / 1.41%18 / 1.33%
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 StudentsDivision26415043
State800255758028
FemaleDivision1338933
State404623112723
MaleDivision1316153
State395632645333
American IndianDivision0<100
State25416535
BlackDivision985940
State171671128234
HispanicDivision0<100
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision1427547
State457593374926
Two or more racesDivision131023
State3387249826
Students with DisabilitiesDivision18<100
State5663303146
Economically DisadvantagedDivision924353
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
CTE CompletersDivision208242301
 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 Students18341441.2%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students29371848.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students43572747.4%
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
63.864.465.2

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
 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
2012-20132,858.005,811.00718.00
2013-20142,952.005,968.00660.00
2014-20153,132.006,051.00697.00

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 Students4051352142175403236813520640393241411953886371148219
Female197917666881978192589319691636897192517476108
Male2072176768720541767711320701617398196119772111
American Indian135017601114019312
Asian16001140001600013210
Black14071083255142010238591417116425213441013956
Hispanic23420992422291324212101223617616
Native Hawaiian0000000000000000
White21892019197215121483121214717781118208421688132
Two or more races1881710121932341220115812193321313
Students with Disabilities391571928408592035447472424452622432
Economically Disadvantaged184124210810718552518914719822381141551841263114163
English Learners76401762117622483653
Homeless0000000071238312
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 Students94.5194.7994.37
Female94.5594.8394.37
Male94.4694.7594.36
American Indian88.5791.8987.14
Asian98.2697.5296.75
Black95.1695.4895.35
Hispanic94.795.1694.71
Native Hawaiian93.1594.5995.12
White94.1694.3793.86
Two or more races93.7594.0893.24
Students with Disabilities92.8393.7293.04
Economically Disadvantaged93.2593.5993.16
English Learners95.595.8795.09
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 Offenses42
Technology Offenses10
Offenses Against Student34
Offenses Against Staff11
Weapons Offenses13
Property Offenses16
All Other Offenses32
Other Offenses Against Persons232
Disorderly or Disruptive Behavior Offenses333
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 Indian0.430.680.3150.240.317
Asian0.340.3150.3620.54
Black33.72652.4834.13652.4234.60851.91
Hispanic5.6362.935.8732.665.7272.72
Native Hawaiian0.1130.1130.113
White55.00238.2954.43338.1653.80339.56
Two or more races4.7535.634.8156.525.075.26
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 Indian0.430.3150.317
Asian0.340.3150.362
Black33.72652.3834.13642.8634.608100
Hispanic5.6365.8735.727
Native Hawaiian0.1130.1137.140.113
White55.00233.3354.4335053.803
Two or more races4.75314.294.8155.07
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

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 Indian0.430.3150.317
Asian0.340.3150.362
Black33.7265034.13610034.608
Hispanic5.6365.8735.727
Native Hawaiian0.1130.1130.113
White55.0025054.43353.803100
Two or more races4.7534.8155.07
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

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 Students51.8151.0451.76
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 Students39.8438.4333.99
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 Students64.7762.9658.39
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

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.35 : 1

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2015-2016 Grades 8-12 Student Teacher Ratio: 11.37 : 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%4%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201554%45%0%1%
2015-201654%44%1%1%
2016-201757%42%1%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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