Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

General school information

Division: Fairfax County Public Schools
Address: Gatehouse Adm Ctr 8115 Gatehouse Rd Falls Church, VA 22042
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools194
Fully Accredited187
To Be Determined2
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Pass Rate4

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 StudentsDivision8787
 Virginia8586
FemaleDivision8989
 Virginia8989
MaleDivision8585
 Virginia8283
American IndianDivision8570
 Virginia8484
AsianDivision9191
 Virginia9092
BlackDivision8182
 Virginia7979
HispanicDivision7069
 Virginia7676
Native HawaiianDivision8194
 Virginia8992
WhiteDivision9495
 Virginia8990
Two or more racesDivision9194
 Virginia8889
Students with DisabilitiesDivision6664
 Virginia5353
Economically DisadvantagedDivision7170
 Virginia7575
English LearnersDivision6565
 Virginia6767
Gap Group 2Division8182
 Virginia7979
Gap Group 3Division7069
 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 Students248561152685591526845816
Female278760132887591329865714
Male228361172483601724835917
American Indian218261181580652024846016
Asian319261832926083492588
Black127462261373612714735927
Hispanic137057301570553015695431
Native Hawaiian188466162386631422826018
White299263832926183292608
Two or more races28906210319160932905910
Students with Disabilities135844421558444215594441
Economically Disadvantaged116856321368553212665434
English Learners126552351464493614685432
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258156192381581925795421
Female258257182482581826815519
Male257955212380582023775323
American Indian157055302080592024805520
Asian298859122488641231875613
Black146753331266543415665134
Hispanic246945312673462721654435
Native Hawaiian157560251975562525694431
White278761132488641226876013
Two or more races248460162586621427855815
Students with Disabilities246137392466413424623838
Economically Disadvantaged226644342468443219614239
English Learners237047302571462920664634
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268256182580542026815519
Female308555152882541828835517
Male227957212278552224795521
American Indian22785722667613326744826
Asian359055103389561133895711
Black136855321367553313705730
Hispanic136552351462483817664934
Native Hawaiian33804720217958216716529
White31915993289571132905710
Two or more races338956113087571332885612
Students with Disabilities165943411856384420594041
Economically Disadvantaged116251381259474114634937
English Learners136855321462493815665134
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308454163585501532845116
Female328654143687501335855015
Male278154193383501730825218
American Indian178669141873552724856115
Asian389153944924984292508
Black157256281873542719745426
Hispanic146652341768513216675133
Native Hawaiian217958213575402526815619
White379255843935074192518
Two or more races35895511469246837895311
Students with Disabilities145541451958394217594141
Economically Disadvantaged116453361566523414655135
English Learners116655341469553116695331
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278558153285531533865314
Female298859123688521236885212
Male248258182983541730845416
American Indian27916492289671128805220
Asian359257842935174493507
Black157359271875572519755625
Hispanic116756331569543115695531
Native Hawaiian158974111888711233835017
White339359740935374193527
Two or more races3090601037915494394516
Students with Disabilities115342471354404615574243
Economically Disadvantaged106656341267553312675533
English Learners6544846958484215735827
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268962112688621227876113
Female3191609309161932905810
Male228664142285631522856315
American Indian2284631616957951897793
Asian349560533946163595605
Black127967211479652113786522
Hispanic127563251372602813725828
Native Hawaiian3590551021967541794786
White339562533946263394616
Two or more races329361730946563392598
Students with Disabilities105848421058484212584642
Economically Disadvantaged117463261071612911705930
English Learners86052401155444510726328
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208363172384611624836017
Female228563152586611427865914
Male188063202181601920816119
American Indian287648241273612720755525
Asian279164929926383192618
Black86859321069583111695831
Hispanic96455361166543412645236
Native Hawaiian-8383173389561117786122
White249167928926482992638
Two or more races2289681127916492991629
Students with Disabilities94839521048375210504050
Economically Disadvantaged86253381063533710625338
English Learners9433457124432567524448
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169377717937671592778
Female189476619947561792758
Male149278815927781391789
American Indian1692768109080102492688
Asian209575519957652095755
Black687801368680147827518
Hispanic685801568579155837817
Native Hawaiian793877161008402892648
White219775323977432097773
Two or more races179678419967741896784
Students with Disabilities870623087264288716229
Economically Disadvantaged584791648379174817719
English Learners275732527169291696831
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 Students358550153686491438864714
Female418847124289471144894511
Male298252183183521734834917
American Indian40783822217756235794376
Asian479245849924385293417
Black167256281773562719745426
Hispanic146955311570553017695331
Native Hawaiian1087771332925984994456
White439248844934874693477
Two or more races39895011429049104691459
Students with Disabilities105040501052414812554345
Economically Disadvantaged126654341367543315685332
English Learners453494755146496575043
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students317949213081511936824618
Female388447163685491543864414
Male247551252476522429774823
American Indian417433261567523332845316
Asian4590461044914795291409
Black156147391464503618674933
Hispanic125846421260484015614639
Native Hawaiian-888813338350173392588
White368852123689541142904810
Two or more races368549153687501344894511
Students with Disabilities9393061940316012453355
Economically Disadvantaged115545451057474313584642
English Learners533286753227686464054
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students399051104290481041904910
Female449248847924584491479
Male348854123789511138895111
American Indian39834317298961116597323
Asian499444653934075395425
Black178163192081611920806020
Hispanic167963211980622019785922
Native Hawaiian21866414321006806496324
White509545552964345196454
Two or more races439351748944664994456
Students with Disabilities116149391263513712655335
Economically Disadvantaged137764231677612317776023
English Learners466623456459366676133
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 Students258358172683581726835717
Female268559152585591526845816
Male258257182682571826825618
American Indian207959212180592020775823
Asian439350744934974493497
Black127159291171602912715929
Hispanic106858321068583210675733
Native Hawaiian168771132386631419836417
White2990611029916193091609
Two or more races298859122988591232895611
Students with Disabilities115545451156454411554445
Economically Disadvantaged106757331067573310665634
English Learners126654341165543511685732
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227755232478542222765424
Female207656242177562321765524
Male237754232679532124775323
American Indian336733331974562618695131
Asian368952113790531035895411
Black116252381264523611605040
Hispanic9584942116050409574843
Native Hawaiian-909010258863136787222
White258560152887591327865914
Two or more races248459162986571430845416
Students with Disabilities134935511553384715513649
Economically Disadvantaged856474495848427534647
English Learners116150391161503910595041
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358550153383501735834817
Female338552153182511830825218
Male368448163583481739834517
American Indian26916592679532137784122
Asian549440654933975393407
Black207252281869513118705230
Hispanic156954311568533216675233
Native Hawaiian2581561997364273194636
White3992538389052104291499
Two or more races43924983687511346894311
Students with Disabilities186041401757404318553745
Economically Disadvantaged166852321565513514655135
English Learners207454261870533017705230
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197556251976562418745726
Female197657241977582317755725
Male187355271974552618745626
American Indian1563483775750434878313
Asian328754133387541331875613
Black11635237116251389635437
Hispanic10625138106353379615239
Native Hawaiian20735327669633120705030
White228361172385621522856215
Two or more races198061202381581919796021
Students with Disabilities114837521151404910493951
Economically Disadvantaged11615039116251389605140
English Learners136451361367543311655435
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24916692690641024896511
Female2492688259166923906710
Male258965112789621126896311
American Indian12857315129179925896411
Asian409757344965244297553
Black128269181281701912806820
Hispanic108070201180692010786822
Native Hawaiian1310087019947565908510
White279568529956652794686
Two or more races289466632936173095655
Students with Disabilities126957311268553213665334
Economically Disadvantaged107969211179682110766624
English Learners117766231277652313826818
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308454162882541829815219
Female318655142884561628825418
Male298253182879512129795021
American Indian176750333083521711716129
Asian519443648934575093437
Black137158291267553312645336
Hispanic11675633961523910615239
Native Hawaiian288961111380672021715029
White34915793290581034905610
Two or more races368953113188571237875013
Students with Disabilities125140491352394813503750
Economically Disadvantaged1165543586152399605140
English Learners8544646950415013665334
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208263181982641820826218
Female238562152085641522846216
Male178063201780632018796121
American Indian248157191371582925755025
Asian339361731936273192618
Black972632877163298716329
Hispanic969593186759338655735
Native Hawaiian579742119947561493797
White24906610249167926906410
Two or more races238562152288661223896511
Students with Disabilities9524248952434810544446
Economically Disadvantaged967583376559358655735
English Learners857504365145499665734
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188668142087671320876713
Female198969112289681122896711
Male178466161884661619866714
American Indian139077101480662016745826
Asian389658440975634197563
Black575702577972218797121
Hispanic471672967467266746826
Native Hawaiian1396834339663418866814
White219272822927082393717
Two or more races19897011229068102692678
Students with Disabilities358554245956414625838
Economically Disadvantaged571662967468266756925
English Learners466623446763336736727
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268560152685591525835817
Female288759132686601426845816
Male248460162584581624825818
American Indian20917191481671923866314
Asian449449645944964494506
Black971622986960318686032
Hispanic1071612986759339655635
Native Hawaiian249067102689631126855915
White299263829936472892648
Two or more races30916192989601132895711
Students with Disabilities553484745046505484352
Economically Disadvantaged970613096758338655735
English Learners763573755752436565044
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328452163386531437885112
Female338552153487541338895111
Male328351173285531537885112
American Indian267447264286441412736127
Asian499143952944265895375
Black156954311676592420785822
Hispanic157157291575602516766024
Native Hawaiian207353274288461331815019
White37905310359055104093537
Two or more races358651143485511539895011
Students with Disabilities853454786052409615239
Economically Disadvantaged157055301675592519775823
English Learners136755331270583013725928
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 Students198466162386621423856215
Female188567152286641422856315
Male208464162485611524856115
American Indian278053202688621214837017
Asian289264835945863693577
Black7726528974652610746426
Hispanic667613386860328675933
Native Hawaiian16897211299061102092728
White249269829936472993647
Two or more races2290681029926382892638
Students with Disabilities757504395850429584942
Economically Disadvantaged565603576760337665934
English Learners457534365953416605440
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187962212982531825805520
Female168063202782551823805620
Male197960213082511827815419
American Indian8645636982731815887412
Asian28906110449147938905210
Black76658341469563113685632
Hispanic6595341116352379625338
Native Hawaiian168468163075452526815619
White218867123490561032905810
Two or more races20866614379154933885512
Students with Disabilities95345471454414611514049
Economically Disadvantaged5575243106151398595141
English Learners65853421064543611635237
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178467162185631519846616
Female158470161985661517856815
Male198465162485611520846416
American Indian28835517982741820856515
Asian259369731946363093637
Black572672867367277736627
Hispanic564593676457365635737
Native Hawaiian1179682128946764100960
White229371728946662394716
Two or more races209272826926682592678
Students with Disabilities655484595546458574943
Economically Disadvantaged463593766357375615639
English Learners244425634239582524948
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228866122488641224876213
Female218867122589651124886412
Male228765132488631225866014
American Indian419049102387641314766224
Asian319564536966043694596
Black775672597970218776923
Hispanic771642987365278696131
Native Hawaiian269469615958054494506
White289567532966443295635
Two or more races259468630946463195645
Students with Disabilities557524356054407585142
Economically Disadvantaged670643077265286686232
English Learners358554225956413585542
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228664142386621428885912
Female228764132287651329896011
Male228563152485601528875913
American Indian2065453544934971291799
Asian349359736945864495515
Black7726428871632914756225
Hispanic7686132869613111736227
Native Hawaiian1194836419150910908010
White269367728936673394616
Two or more races24876313288960113092628
Students with Disabilities453494745449467564844
Economically Disadvantaged7676033769623111736227
English Learners460564036158398655735
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118777131288761212857415
Female88477161288761211837217
Male139077101289771112877513
American Indian10908010<<<<-717129
Asian1489751118937571991729
Black377742357975213757225
Hispanic379772147975213737027
Native Hawaiian<<<<<100<0<100<0
White169479616947861895775
Two or more races179276813948161493797
Students with Disabilities674682657268284716729
Economically Disadvantaged274722657772232726928
English Learners164643616160391616039
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 Students349056103590551036905410
Female328957113389561133905610
Male3590541037915393891529
American Indian2992638379155934865214
Asian459550547964844896484
Black178265181981621920816219
Hispanic157661241678622217796221
Native Hawaiian3490561038935574096574
White429554543955254495525
Two or more races399454641945364294526
Students with Disabilities146753331568533214695431
Economically Disadvantaged137561251476632414786322
English Learners137057301370573014746026
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219270824916792591659
Female199071102190701022896711
Male249369728926482992638
American Indian1595805189375711897911
Asian289466631946363294626
Black88678141083721813837017
Hispanic88173191079702110796921
Native Hawaiian148671142689631117100830
White279669431966543396634
Two or more races259469627956852795685
Students with Disabilities669633186860328706230
Economically Disadvantaged7797221877692310796921
English Learners270683036663343706630
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students27916392990611028906210
Female259065102890621027906310
Male29916293090591029906110
American Indian1694786369559530774723
Asian399657443975434197563
Black108272181581661914816719
Hispanic117968211177662311776623
Native Hawaiian581004202689631157100430
White349662436966043596614
Two or more races309463635945963296634
Students with Disabilities968593296657348676033
Economically Disadvantaged10776723107666249766724
English Learners672662856662347716429
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288860123189581134885512
Female248763132887591331885712
Male31895811339157937895311
American Indian2992638509545530835317
Asian359458642955354595495
Black137865221479652119816219
Hispanic137562251376642415756025
Native Hawaiian308757134610054026845816
White359459637945764295535
Two or more races339158934946063892548
Students with Disabilities106151391064543611615139
Economically Disadvantaged107262281276642413746126
English Learners666603466660348645636
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0
Female<100<0<100<0
Male<100<0
White<100<0<100<0
Two or more races<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students489244845924784493497
Female479345744924884393507
Male489243846924684592478
American Indian549339724916795395425
Asian609737357974035897403
Black268660142586611424856115
Hispanic217958212080602020826218
Native Hawaiian17897211599435643100570
White609737356974135397443
Two or more races529744353974435296444
Students with Disabilities157055301568533215705430
Economically Disadvantaged197960211879612117816419
English Learners7625638760534012766424
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students448641144888411248904210
Female438643144587431344894611
Male468540155089391152903810
American Indian248662143777402354893511
Asian619433664963246296334
Black277750233076452428785022
Hispanic206848322579532130825218
Native Hawaiian31815019359157953100470
White539340754933975493397
Two or more races539441653913795492398
Students with Disabilities226240382668423225704430
Economically Disadvantaged186648342174522624785422
English Learners247349272881521931855415
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: 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-kindergarten3,3843,5063,818
Kindergarten13,37312,88913,168
Grade 114,41113,79613,378
Grade 214,40414,43813,830
Grade 314,22514,41014,562
Grade 413,96014,16614,424
Grade 513,91913,92514,213
Grade 613,61213,91914,082
Grade 713,52513,68013,931
Grade 813,59913,59213,810
Grade 914,73314,51814,623
Grade 1014,09714,52214,739
Grade 1114,56614,58515,134
Grade 1213,73013,88213,755
Post Graduate3312
Total Students185,541185,831187,479
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 Students185541185831187479
Female890208932490028
Male965219650797451
American Indian484496523
Asian359583627336519
Black189821902418989
Hispanic450844596747581
Native Hawaiian265247262
White754207417273642
Two or more races934896529963
Students with Disabilities251552551725827
Not Students with Disabilities160386160314161652
Economically Disadvantaged481534166637083
Not Economically Disadvantaged137388144165150396
English Learners474354620754571
Not English Learners138106139624132908
Homeless11628611275
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 StudentsDivision8722384743364879142
State4917234247347693750052232
FemaleDivision451016511611831044
State268261510012453531829806
MaleDivision421221962724656998
State2234619147223158431761426
American IndianDivision1450030
State110112125285
AsianDivision21925144396020
State44281223901613062
BlackDivision7036629168118
State78991054114312301412964
HispanicDivision108311141421163056
State44244511381851536311
Native HawaiianDivision950010
State71410193
WhiteDivision42921390132378542
State300171650814345631731798
Two or more racesDivision429157251196
State222313111283715989
Students with DisabilitiesDivision286956433241735
State946530734751091062120
Economically DisadvantagedDivision129114342001237157
State921814810194032821221221
English LearnersDivision184735170106047
State448206829417117888
HomelessDivision2269140459
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 Students140871300292.31307592.88796.2
Female6694632294.4634594.83104.6
Male7393668090.46730915697.7
American Indian221986.41986.4313.6
Asian2838274996.9275897.2602.1
Black1561145693.3146593.9815.2
Hispanic3036233977235177.463020.8
Native Hawaiian151493.31493.316.7
White5978581497.3585698851.4
Two or more races63761195.961296.1193
Students with Disabilities1877167589.2170090.61739.2
Economically Disadvantaged3365292586.9294387.537111
English Learners1752108962.2110563.160434.5
Homeless15910566105664528.3
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 Taken15,782 / 27.63%15,919 / 27.68%16,351 / 28.07%
Advanced Placement Course Enrollment15,777 / 27.62%15,896 / 27.64%16,343 / 28.06%
Dual Enrollment655 / 1.15%1,130 / 1.96%1,398 / 2.4%
Governor’s School Enrollment1,833 / 3.21%1,844 / 3.21%1,801 / 3.09%
IB Course Enrollment5,677 / 9.94%5,767 / 10.03%6,251 / 10.73%
Senior Enrolled in IB Program592 / 1.04%531 / .92%581 / 1%
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 StudentsDivision120461011116
State800255757828
FemaleDivision5908508414
State404623112623
MaleDivision6138502718
State395632645233
American IndianDivision211910
State25416535
AsianDivision2514221712
State5267459213
BlackDivision118899416
State171671128134
HispanicDivision1939131132
State8077522035
Native HawaiianDivision161131
State1147336
WhiteDivision5824509213
State457593374926
Two or more racesDivision54446714
State3387249826
Students with DisabilitiesDivision111979429
State5663303146
Economically DisadvantagedDivision2389173028
State224061294542
English LearnersDivision0<100
State0<100
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 CompletersDivision429848604697
 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 Students16169369632640071.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students15791372282624270.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students15928372172718573%
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
66.667.367.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-201310,374.003,123.00611.00
2013-201410,402.003,125.00606.00
2014-201510,428.003,212.00579.00

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 Students17459188072826377217479498152918424117388810243332647821759831028932544838
Female84038437213811742839644872146519398370350221649213784584513016022222
Male90553443514452030908304943145323029018552211677264591399515916522616
American Indian376359164313192245430179466401223
Asian348751306386395348121523411456349951592471488355281481431457
Black18328912334533185218823235401821498834156618225979344553
Hispanic399272585994160041441301299918894188433131252231443447364913242471
Native Hawaiian2391114252133325310412521254
White7217835591000109470416388810351174688663848109412486859936589841148
Two or more races8668399102130892146613815792224621471569466470154182
Students with Disabilities2227117307331111222141854676121922527197172413252244119577551277
Economically Disadvantaged51082361813441920515544009134820845081841651569251751754452316942618
English Learners486162747996153246053310399617124470733231205212252622401814282467
Homeless1861336132292178831914330417073131833912375398215529
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.9296.0195.68
Female95.889695.63
Male95.9696.0295.73
American Indian95.1395.5494.94
Asian96.8896.9196.7
Black96.4196.5296.26
Hispanic95.0495.0294.5
Native Hawaiian95.9996.3995.5
White95.8496.0295.75
Two or more races96.0696.2395.9
Students with Disabilities94.5194.6694.34
Economically Disadvantaged95.2895.2994.79
English Learners95.5195.495.02
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 Offenses858
Technology Offenses65
Offenses Against Student686
Offenses Against Staff121
Weapons Offenses169
Property Offenses178
All Other Offenses156
Other Offenses Against Persons1,580
Disorderly or Disruptive Behavior Offenses3,217
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 Indian0.2280.250.2610.380.2670.29
Asian19.4716.1319.385.7819.5195.8
Black10.28832.7410.23128.1210.23729.31
Hispanic23.29933.3824.29938.7624.73638.54
Native Hawaiian0.1320.060.1430.060.1330.06
White41.69522.9940.64921.7839.91421.08
Two or more races4.8864.455.0385.135.1944.92
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 Indian0.2280.2610.990.2671.63
Asian19.4716.3219.389.919.5198.13
Black10.28834.7410.23138.6110.23716.26
Hispanic23.29933.6824.29928.7124.73660.16
Native Hawaiian0.1320.1430.133
White41.69524.2140.64914.8539.91412.2
Two or more races4.8861.055.0386.935.1941.63
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2280.2610.267
Asian19.47119.3819.519
Black10.28833.3310.23110.237
Hispanic23.29966.6724.29924.736
Native Hawaiian0.1320.1430.133
White41.69540.64939.914
Two or more races4.8865.0385.194
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 Students28.2227.4827.26
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

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 Students31.433.0635.03
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students79.9582.3579.27
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: 12.48 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.64 : 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
Provisional5%5%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%2%2%
High Poverty100%1%2%
Low Poverty100%2%1%
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
2014-201525%72%2%1%
2015-201626%71%1%2%
2016-201728%70%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Fairfax County Public Schools to top