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General school information

Division: Falls Church City Public Schools
Address: 800 W Broad St Suite 203 Falls Church, VA 22046
Superintendent: Dr. Peter Noonan
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 Schools4
Fully Accredited4

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 StudentsDivision969696
 Virginia858687
FemaleDivision969599
 Virginia898990
MaleDivision959794
 Virginia828384
AsianDivision10010094
 Virginia909293
BlackDivision<100100
 Virginia797981
HispanicDivision798890
 Virginia767675
WhiteDivision989699
 Virginia899091
Two or more racesDivision10010089
 Virginia888989
Students with DisabilitiesDivision738177
 Virginia535354
Economically DisadvantagedDivision<80<
 Virginia757578
English LearnersDivision7582
 Virginia676762
Gap Group 2Division<100100
 Virginia797981
Gap Group 3Division798890
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339259832926183693577
Female379456637955854095555
Male28906210279063103291599
American Indian<<<<<100<0<100<0
Asian2590661020947463193627
Black98273182181601917856915
Hispanic238057201677612318786122
White379457637955854095555
Two or more races309464634986423995565
Students with Disabilities116453361166553419685032
Economically Disadvantaged869623136461365645836
English Learners3545146265623514715729
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36885112308757133492588
Female3689521133915893592578
Male36875113278457163391589
Asian2795685189173933100670
Black<<<<30704030<<<<
Hispanic23815819756484414796621
White4090501038955753794576
Two or more races4582361827936774093537
Students with Disabilities126250382550255010736327
Economically Disadvantaged-5858428332567-606040
English Learners-53534764135599746526
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3190581035915694492498
Female379356742914994996464
Male258661142990621039905110
Asian1585691510958653392588
Black<<<<<<<<<<<<
Hispanic216846322076562428724428
White359662442945264895485
Two or more races541004603310067047100530
Students with Disabilities76356371656404438672933
Economically Disadvantaged-363664-626238<<<<
English Learners-181882570653035754025
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students429351749944564993447
Female489547556974134894466
Male3691559419049104992438
Asian<<<<50924284896484
Black<100<0<100<0<<<<
Hispanic388447163078482222856315
White499546551964545596414
Two or more races24906710751002506295335
Students with Disabilities195838421469553126684232
Economically Disadvantaged-808020-5858426716529
English Learners7736727-54544621795821
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4490461034946063592588
Female5290381043985524097573
Male38905110279164929885812
Asian45732727<100<03392588
Black<<<<<100<0<100<0
Hispanic287244282283611721765524
White489446640955553696604
Two or more races3691559231007705694396
Students with Disabilities204828521055454516715529
Economically Disadvantaged14645036127665247676033
English Learners<<<<<<<<7504350
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339361737925583693577
Female389557542945264597523
Male2691659349157928906110
Asian321006802080602036100640
Black<<<<<<<<<100<0
Hispanic178972111282711819755625
White389355741955354395525
Two or more races251007505410046019100810
Students with Disabilities77266281850325012604840
Economically Disadvantaged<<<<-50505012655335
English Learners<<<<<100<08716329
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2791649269367738905210
Female349359731956454592468
Male20886812209171933885512
American Indian<100<0<100<0
Asian298657143010070031774623
Black<100<0<<<<<<<<
Hispanic57468261684681615756025
White309363729946564594496
Two or more races32956352310077024825918
Students with Disabilities4585442376722419503150
Economically Disadvantaged25835817<<<<-585842
English Learners<<<<<<<<8696231
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149883214968141497834
Female1910081015978331797803
Male109686414948061096864
American Indian<<<<<100<0<100<0
Asian1194836995865595895
Black<100<0<100<0-92928
Hispanic229472638279184858115
White169983118988021799821
Two or more races-10010001010090019100810
Students with Disabilities8857715285831514836917
Economically Disadvantaged<100<0-828218-676733
English Learners<<<<-606040-676733
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 Students489345749914295594396
Female569741357933676599341
Male41884812408949114791449
American Indian<<<<<100<0<100<0
Asian4290481051934275793377
Black46924683373402729885912
Hispanic378447162278562224886412
White539542554944066196354
Two or more races3594596611003905694386
Students with Disabilities137258281064543617685132
Economically Disadvantaged33835017196546355676233
English Learners<<<<-57574320806020
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students41894911508940115293417
Female509646462933176199381
Male318352173685491545884312
Asian46924685590351038854615
Black<100<0<<<<<<<<
Hispanic266842322684581617836717
White429149953913895896374
Two or more races44945066210038044884413
Students with Disabilities-6363371455414523583542
Economically Disadvantaged33835017<<<<8585042
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students559641448934475896384
Female629937153923986899311
Male499444643934974993447
American Indian<<<<<100<0<100<0
Asian39895011489648471100290
Black<<<<<<<<1792758
Hispanic47100530197455262992638
White649835255964246496324
Two or more races25946966010040069100310
Students with Disabilities27815419771632912766424
English Learners<<<<-595941<<<<
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 Students259065102588641225886312
Female22916992489651123906610
Male278862122588621226866014
American Indian<100<0<100<0<<<<
Asian329664433915893192618
Black137360271375622514776323
Hispanic158065201073632711695831
White259166926916592792658
Two or more races329259833946162992638
Students with Disabilities8635437860514010594941
Economically Disadvantaged766593466963314565244
English Learners11665534861533913685632
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358752133984451628845616
Female268459163685491524825718
Male438946114284411631865414
Asian50100500588325171592778
Black<<<<40703030<<<<
Hispanic207656241548335214554145
White35905510429250832885612
Two or more races36733627479750333905710
Students with Disabilities116352371938196314483452
Economically Disadvantaged-4040608383162-393961
English Learners1761443954338577564844
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students38925483789511141904910
Female3892548298757133593597
Male3892558449146947884112
Asian31100690521004805092428
Black<<<<<<<<<<<<
Hispanic298254182175542524603640
White389456638915394298552
Two or more races79100210449450648904110
Students with Disabilities77467262064443624482452
Economically Disadvantaged-555545156246389453655
English Learners-5555452070503023684532
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students349056103390571039874813
Female3691559349359729835417
Male32895711338654144791439
Asian<<<<38925484296544
Black<<<<<100<0<<<<
Hispanic258156192270483019735427
White3993547339360741904910
Two or more races249067106310038048904310
Students with Disabilities19462754755484516553945
Economically Disadvantaged6696331-454555-656535
English Learners6635638-38386215816519
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28583155878213-808020
Female2898711492888-878713
Male28281186827618-747426
Asian<<<<<100<0<<<<
Black<<<<<100<0<100<0
Hispanic-8282184807620-707030
White38885127908410-818119
Two or more races<<<<<<<<<<<<
Students with Disabilities-55554511564444-626238
Economically Disadvantaged-696931-888813-676733
English Learners<<<<<<<<-646436
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148268181288771214857015
Female13867314198970111893757
Male1678622278881129746526
Asian-92928<<<<<100<0
Black<<<<<<<<<<<<
Hispanic20604040-76762412655435
White15857015129180918897211
Two or more races181008202910071012887612
Students with Disabilities3484552-50505013503850
Economically Disadvantaged<<<<-676733-434357
English Learners<<<<10807020-606040
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students24926881582671815897411
Female2495715158066201491779
Male249066101483681715877113
Asian30100700-80802036824518
Hispanic5807520854464612726028
White2694696208565151293817
Two or more races40905010-939372994656
Students with Disabilities15735827134633544585442
Economically Disadvantaged<<<<<<<<8332567
English Learners<<<<<<<<13736027
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219473619947562192718
Female219877218967942695695
Male22906710209171917897211
Asian459550517947863095655
Black<100<0<<<<8837517
Hispanic-9191938885137746726
White219473624967242696694
Two or more races4210058027100730793867
Students with Disabilities369663157570253737027
Economically Disadvantaged-73732768881137797121
English Learners1577622368378177716429
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1996774259166922906810
Female1510085030926282292708
Male24936971989701123886513
Asian26100740399657419816319
Black<<<<<100<0<<<<
Hispanic787801346561356797421
White209978125947062793657
Two or more races21896811439350727100730
Students with Disabilities4787422-6868325635838
Economically Disadvantaged238562158675833-636338
English Learners<<<<955454511675633
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20866614238864132691659
Female168468161983641730906110
Male2387641328926482393708
Asian2994656308555154395525
Black<100<0<<<<<<<<
Hispanic1378652221100790-696931
White20846416248864122593687
Two or more races2193717198163192994656
Students with Disabilities-505050558534213675333
Economically Disadvantaged<100<0<100<0<<<<
English Learners<<<<<100<042834217
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 Students19907110199273822896811
Female179274816937772091709
Male21896811229169923886512
American Indian<<<<<100<0<100<0
Asian14897611239470621866514
Black6857915-74742615745926
Hispanic1082721897970219756725
White229371720957552693687
Two or more races2190691028997111692768
Students with Disabilities759534167266288675933
Economically Disadvantaged968583287062306585242
English Learners-66663475750434575343
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157864222289671117816519
Female16786222199172916786222
Male147865222686601417846616
Asian<<<<279164919816219
Black<<<<<<<<<<<<
Hispanic9635338869623112695831
White18846616229371719876813
Two or more races10766724441005605716729
Students with Disabilities15382362770633013584542
Economically Disadvantaged-3838639362764-292971
English Learners-383863-1010904545046
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2293717209069102791649
Female159782314917792292698
Male28896111288961113191609
Asian291007103085551515856915
Black<100<0<<<<<<<<
Hispanic5807520168468169776823
White229471623927083194636
Two or more races269568581009202994656
Students with Disabilities4625838106252384656235
Economically Disadvantaged23775423<<<<7575043
English Learners<<<<<<<<-565644
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students189375719967742791649
Female179477618967942496734
Male1992728219575529855615
American Indian<100<0<100<0
Asian-88881224957152995675
Black9736427<100<08756725
Hispanic198869121383711713776323
White209474618987923293617
Two or more races181008202910071018100820
Students with Disabilities4545046-87871311574643
Economically Disadvantaged77164292791649-636338
English Learners-737327<<<<-474753
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249774322987622298762
Female209777321977632598732
Male289870223997611899811
American Indian<100<0<100<0<100<0
Asian1895775251007502193717
Black<<<<<100<0<100<0
Hispanic51009501095855-94946
White299769323987522599741
Two or more races33100670339360721100790
Students with Disabilities-898911-858515694886
Economically Disadvantaged<100<0<100<02392698
English Learners-1001000<100<020907010
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179579578780135837817
Female23957354878313-858515
Male1095855108676149827418
American Indian<<<<
Asian<100<0<100<0<<<<
Black<100<0<<<<<<<<
Hispanic<100<0-686832<<<<
White231007701091819894866
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<77164294767224
Economically Disadvantaged<100<0-656535<<<<
English Learners<100<0-676733<<<<
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 Students409655440955454296544
Female379760338955753996574
Male449550543955254596514
American Indian<100<0<<<<<100<0
Asian359863237945663198663
Black21846316147662241995765
Hispanic298758132488641228865814
White459753344975334897493
Two or more races379760348995114299581
Students with Disabilities208059201579642120836417
Economically Disadvantaged4736927981721913736027
English Learners57772231975562520755525
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229978120957652397743
Female1310087021977631596804
Male329967119947563198672
Asian810092013927982195745
Black<100<0<100<0-1001000
Hispanic351006502087671313100880
White2210078021997812696704
Two or more races2193717<<<<3594596
Students with Disabilities289467658478168888012
Economically Disadvantaged<100<0-898911<100<0
English Learners<100<07807320<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students519846245955054296544
Female459954146934874394516
Male589738344985324197563
American Indian<100<0
Asian5310047050954551294826
Black<100<0<<<<<<<<
Hispanic209070102510075030875713
White579842253974434697513
Two or more races451005503110069056100440
Students with Disabilities218867131479662117836617
Economically Disadvantaged158569151080702013806720
English Learners<<<<<<<<12655335
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249268926936773097663
Female219271823937172796694
Male269165930926383397643
American Indian<100<0<100<0
Asian2291709329563524100760
Black-646436<100<0<100<0
Hispanic12776523475712520886812
White289769327956753897593
Two or more races2793677391006109100910
Students with Disabilities12604840873652712887612
Economically Disadvantaged-53534714796421<<<<
English Learners-6969319554545<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0<100<0
Male<100<0<100<0
White<100<0<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students489849250964745496424
Female469851251974635699431
Male509848349964745494406
Asian421005801090801064100360
Black<100<0<<<<<100<0
Hispanic33946162410076034814719
White579740356974136198372
Two or more races151008506910031043100570
Students with Disabilities228563151477642322785722
Economically Disadvantaged<100<0786791418715329
English Learners<100<0<100<026744826
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students609232863943166094346
Female619533556933775797403
Male5890311069952756393307
Asian54100460719524558100420
Black<<<<<<<<<<<<
Hispanic468236184683381740763624
White649431665973136697313
Two or more races771002306710033060100400
Students with Disabilities227452263879422140753525
Economically Disadvantaged-5555451569543120402060
English Learners97364274075352530704030
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: >95 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-kindergarten455171
Kindergarten159175191
Grade 1205173192
Grade 2184215177
Grade 3202191229
Grade 4173198196
Grade 5201176220
Grade 6184202175
Grade 7171176215
Grade 8187175197
Grade 9192192201
Grade 10207203203
Grade 11182201203
Grade 12173191202
Total Students2,4652,5192,672
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 Students246525192672
Female119312121280
Male127213071392
American Indian765
Asian188198205
Black9091107
Hispanic330353363
Native Hawaiian411
White161216081703
Two or more races234262288
Students with Disabilities325328365
Not Students with Disabilities214021912307
Economically Disadvantaged168203212
Not Economically Disadvantaged229723162460
English Learners159190228
Not English Learners230623292444
Homeless30147
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision142522001
State4977134413270494355291988
FemaleDivision76261001
State27208151939333271895690
MaleDivision66261000
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision1840000
State45721127821711655
BlackDivision<<<<0<
State79241059810692161508849
HispanicDivision15150000
State47494925291891967259
WhiteDivision93292001
State299791609911555741732722
Two or more racesDivision920000
State23621474924317496
Students with DisabilitiesDivision5292000
State1022602927041321179106
Economically DisadvantagedDivision5120000
State959315817159242326561135
English LearnersDivision6100000
State1518329526533162780
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students19719699.519699.500
Female104103991039900
Male93931009310000
American Indian0<100<10000
Asian22221002210000
Black0<100<10000
Hispanic30301003010000
White12512499.212499.200
Two or more races11111001110000
Students with Disabilities373697.33697.300
Economically Disadvantaged17171001710000
English Learners16161001610000
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 Taken204 / 27.06%220 / 27.99%166 / 20.54%
Advanced Placement Course Enrollment203 / 26.92%221 / 28.12%167 / 20.67%
Dual Enrollment5 / .66%52 / 6.62%92 / 11.39%
Governor’s School Enrollment - - -
IB Course Enrollment311 / 41.25%228 / 29.01%61 / 7.55%
Senior Enrolled in IB Program56 / 7.43%51 / 6.49%35 / 4.33%
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 StudentsDivision16414512
State800255758028
FemaleDivision807210
State404623112723
MaleDivision847313
State395632645333
AsianDivision151313
State5267459213
BlackDivision0<100
State171671128234
HispanicDivision14140
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision1109712
State457593374926
Two or more racesDivision141214
State3387249826
Students with DisabilitiesDivision171324
State5663303146
Economically DisadvantagedDivision0<100
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision--27
 State397141393623
State LicensuresDivision---
 State167317901964
Industry CertificationDivision-192
 State89541100544109590
Workplace ReadinessDivision211630
 State336653077542313
Total Credentials EarnedDivision2117149
 State128850137248157490
Students Earning One or More CredentialsDivision2117144
 State104867109089126113
CTE CompletersDivision20121
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students17721518385.1%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students18321115975.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students20523218780.6%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
68.769.270

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-201414,544.002,292.00241.00
2014-201516,087.002,328.00239.00
2015-201616,619.002,379.00251.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students2399731521242967213324685919232568943233
Female1147371013117835121511853113131246501513
Male125236581251329181283286101322441720
American Indian0000000000000000
Asian1825201899121963222051032
Black93011872009301299821
Hispanic3051333321856339163732615511
Native Hawaiian0000000000000000
White158646713159537141915753810111652512014
Two or more races22392422710162582312811024
Students with Disabilities32115353149516321124632729811
Economically Disadvantaged15964117194519362516717310
English Learners16484016410362072352421549
Homeless2410125322111000000
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 Students96.5696.8694.94
Female96.4596.7494.98
Male96.6696.9794.91
American Indian97.9397.1595.5
Asian97.4597.3195.64
Black97.0597.0195.57
Hispanic96.0796.3293.99
Native Hawaiian96.3497.4493.02
White96.5896.8994.89
Two or more races96.1696.9695.65
Students with Disabilities95.6296.1394.01
Economically Disadvantaged96.0496.5793.58
English Learners96.2197.2394.57
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses<
Other Offenses Against Persons23
Property Offenses<
Weapons Offenses<
Offenses Against Student<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2840.2380.187
Asian7.62714.297.8637.67811.11
Black3.6513.6149.094.00722.22
Hispanic13.38714.2914.01927.2713.596
Native Hawaiian0.1620.040.037
White65.39628.5763.8654.5563.78344.44
Two or more races9.49342.8610.4059.0910.78722.22
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2840.2380.187
Asian7.6277.8637.678
Black3.6513.6144.007
Hispanic13.38714.01913.596
Native Hawaiian0.1620.040.037
White65.39663.8663.783
Two or more races9.49310.40510.787
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2840.2380.187
Asian7.6277.8637.678
Black3.6513.6144.007
Hispanic13.38714.01913.596
Native Hawaiian0.1620.040.037
White65.39663.8663.783
Two or more races9.49310.40510.787
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 Students8.76.27.52
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 Students49.53632.29
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 Students91.098286.46
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 10.04 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 11.26 : 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 Education2%1%
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-1%2%
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
2014-201524%73%2%1%
2015-201623%73%2%2%
2016-201725%70%2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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