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

General school information

Division: Fauquier County Public Schools
Address: 320 Hospital Drive Suite 40 Warrenton, VA 20186-3037
Superintendent: Dr. David Jeck
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 Schools19
Fully Accredited18
Partially Accredited: Approaching Benchmark-Pass Rate1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision918992
 Virginia858687
FemaleDivision929292
 Virginia898990
MaleDivision908591
 Virginia828384
American IndianDivision<100100
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision837180
 Virginia797981
HispanicDivision838987
 Virginia767675
Native HawaiianDivision100100
 Virginia899292
WhiteDivision929093
 Virginia899091
Two or more racesDivision888997
 Virginia888989
Students with DisabilitiesDivision545267
 Virginia535354
Economically DisadvantagedDivision807583
 Virginia757578
English LearnersDivision7082
 Virginia676762
Gap Group 2Division837180
 Virginia797981
Gap Group 3Division838987
 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 Students168065201580652015806520
Female188466161883651718836517
Male147763231277652312776523
American Indian-8383177807320991829
Asian278761132390671026886213
Black658524275851427645736
Hispanic873642797162299726328
Native Hawaiian<<<<<<<<-707030
White188466161784671617836617
Two or more races147663241473592715786322
Students with Disabilities10392961103930619423358
Economically Disadvantaged564593656257385645936
English Learners453494755853427615439
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457261476612415766024
Female167559252081611918796121
Male187355271071612913735927
Asian21715029319463620806020
Black749425185344478625538
Hispanic11675633127361277655735
Native Hawaiian<<<<<100<0<<<<
White197859221579642117796221
Two or more races197253281064553624805620
Students with Disabilities11382763433296711473653
Economically Disadvantaged559554146359375656035
English Learners560554097364277615439
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177760231773562721765524
Female208161192075542527815419
Male157459261572572817725628
American Indian<100<0<100<0
Asian17897211137360274393507
Black9635437648425212604840
Hispanic76861321063533713635037
White218059202079592124805620
Two or more races138370172066463410756525
Students with Disabilities1444305683123699372863
Economically Disadvantaged563583765448469625338
English Learners5585342760534014614739
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students287850222482581823815919
Female348350172683571722836117
Male237451262282591823805720
American Indian<100<0<100<0<100<0
Asian538937111684681636642936
Black185437461458444210605040
Hispanic106353371275642514766224
Native Hawaiian<100<0<<<<
White328351172886581426866014
Two or more races228463163183521717766024
Students with Disabilities114231581550355010453555
Economically Disadvantaged1057474376861328675833
English Learners555494516765338696131
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157863221776582417806320
Female188264182178572221836217
Male137563251474592614776423
American Indian<100<0<100<0<100<0
Asian2294726409555529906210
Black4595541754484611584742
Hispanic473692786153399756625
White188164192080602019826418
Two or more races14624838975662527825518
Students with Disabilities8322568837286310372763
Economically Disadvantaged361583945653447655835
English Learners432286823533654696531
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188567151586711414826818
Female208969111889711118856715
Male16806520128270189786922
American Indian<<<<<100<0<100<0
Asian20876713201008003295645
Black455514567266287645736
Hispanic1589741177770237706430
White208767131788711215857015
Two or more races8766824138168199827318
Students with Disabilities13402760743365711453455
Economically Disadvantaged871622957267283656135
English Learners-50505063125693595741
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88072201376632413756225
Female98677141781651917806320
Male6756825107161299706130
American Indian<100<0<<<<<<<<
Asian248865122087671319907110
Black348455254741534544946
Hispanic5726828107263287696231
Native Hawaiian<<<<<<<<
White88576151481661915786323
Two or more races107767231763463813756325
Students with Disabilities9342666143621645292471
Economically Disadvantaged264623655247484565244
English Learners-141486-171783-242476
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students889801169084106888312
Female99080107928487908310
Male788811268983114878213
American Indian<100<0<100<0<100<0
Asian<<<<20937376898311
Black373702767468261797821
Hispanic3817919-8686148837518
Native Hawaiian<100<0<100<0<100<0
White992838792858691849
Two or more races8827418-8989114817719
Students with Disabilities1434257104738537504350
Economically Disadvantaged47471262737127-686832
English Learners-727228-676733-525248
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 Students208262182282601822795821
Female268862122587611328855715
Male157762231878592217745826
American Indian<100<0<<<<<<<<
Asian328856123380472018907210
Black55753431065553511655335
Hispanic117059301577622316766124
Native Hawaiian<<<<<100<0<<<<
White238664142485611524825818
Two or more races197960211573582719674733
Students with Disabilities123928611242295811382862
Economically Disadvantaged661553985952417595241
English Learners2413959-424258-424258
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187860222074542619705230
Female258661142381581925795421
Male116958311767503313625038
American Indian<100<0<<<<<<<<
Asian248865121373602719907110
Black546425495041506484252
Hispanic126755332171502917675033
Native Hawaiian<100<0<<<<
White198262182278562220735327
Two or more races19775823864563619654535
Students with Disabilities15422758153622648261774
Economically Disadvantaged457534375043518504150
English Learners4322968-252575-373763
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228664142389661125876213
Female2789621128926583091609
Male188365171986681420846416
American Indian<100<0<100<0<<<<
Asian<<<<5387331317897211
Black56459361078672215766124
Hispanic10746426887791315836817
Native Hawaiian<<<<<100<0<100<0
White26906510269165928906210
Two or more races198162192281591919695031
Students with Disabilities83628641048385213503750
Economically Disadvantaged966583497365276686232
English Learners-565644-606040-474753
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students148066201380672013786422
Female138168191382681812796721
Male147865221378652214766224
American Indian109081101163533712827118
Asian2691649258964112793667
Black661553956257385605540
Hispanic975672587668246716529
Native Hawaiian181008208776923<<<<
White158367171583681715816519
Two or more races107666241075652512736127
Students with Disabilities841335974436568433557
Economically Disadvantaged565613546661345635937
English Learners560554066558355646036
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156752331573582713766324
Female146551351774582612766424
Male156853321472582815766124
Asian297143294410056030906010
Black838306246056404575343
Hispanic656504456560355666134
Native Hawaiian<100<0<<<<<<<<
White167155291977582315806520
Two or more races20735227552484817735627
Students with Disabilities13342066536316411514049
Economically Disadvantaged554494645753435625838
English Learners253514766559355666134
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248359172279572124775323
Female248258182078582222785622
Male248460162480562026765024
American Indian<100<0<<<<<100<0
Asian378953114073332750100500
Black19584042761543910564644
Hispanic17755825127159299665734
White268761132683571729825318
Two or more races218363171783661715644936
Students with Disabilities1454404684133599413259
Economically Disadvantaged968603286658349605140
English Learners1064543686759338665834
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147057301682661813746126
Female157257281681661910766524
Male136957311783651715735727
American Indian<100<0<100<0<100<0
Asian2310077025100750<<<<
Black9534447146450367645736
Hispanic8605340137563257706330
Native Hawaiian<100<0<100<0<100<0
White157358271786681415776223
Two or more races47167292076562410695931
Students with Disabilities8302370115140498342566
Economically Disadvantaged455514587263286696231
English Learners7544746136754338665834
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198768131588731216907410
Female16887212169074101491779
Male218564151486731418907210
American Indian<100<0<100<0<100<0
Asian3095655379558540100600
Black4696531581761912675633
Hispanic1288771278174197888112
White21886712169074101892758
Two or more races6847816219069101891749
Students with Disabilities650435085850429675733
Economically Disadvantaged577732337774236807420
English Learners479752146764334817719
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962211679632116766024
Female168266181680642018806220
Male177658241677622315735827
American Indian<<<<<100<0<100<0
Asian3594596269165938905210
Black351494946258386645836
Hispanic1381681997768236676133
White198263181881631918796021
Two or more races4575243968593219856715
Students with Disabilities8292071532266811392861
Economically Disadvantaged563593736562355585342
English Learners-565644-4545555595441
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students372692856459364636037
Female377742346864322686632
Male368653266154395605540
American Indian<100<0<<<<<<<<
Asian<<<<<<<<<100<0
Black7696231541355910625238
Hispanic57267288686033-626238
Native Hawaiian<100<0<100<0
White372692856964314646036
Two or more races-787822-707030-555545
Students with Disabilities74336571234226610402960
Economically Disadvantaged26865321515049-555545
English Learners-6262388312369-434357
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students584791658075207766824
Female588831258378178797121
Male580762057772237736627
American Indian<100<0<<<<<<<<
Asian9918399958651696804
Black-757525-6161391575643
Hispanic281791938077201646336
Native Hawaiian<100<0<100<0<100<0
White686801468276189807120
Two or more races376722427674242757325
Students with Disabilities-53534814746531393961
Economically Disadvantaged16968311636237-565644
English Learners-70703027169292535247
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students882731898172196726628
Female980712088475167746726
Male8837617107868226716529
American Indian<100<0<<<<<<<<
Asian25886313888801210867614
Black25452463555245-484852
Hispanic685791537672245686332
Native Hawaiian<100<0<100<0
White9847616118573157766924
Two or more races783771737370278686132
Students with Disabilities12726733423958-292971
Economically Disadvantaged260584036663342555345
English Learners-505050-525248-515149
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198970111783661715867014
Female199071101985661514857115
Male208868121582661817877013
American Indian<100<0<100<0<100<0
Asian361006402272502822100780
Black983741797465262777523
Hispanic13847116188365177878013
Native Hawaiian<100<0<100<0<<<<
White219070101784661618866914
Two or more races177861221510085014715729
Students with Disabilities-8282181367533313705730
Economically Disadvantaged1284721697263288827318
English Learners186445366817519-95955
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 Students148673141487731313857115
Female128775131387751312847316
Male158671141587721315857015
American Indian138773131381691931855415
Asian2289671117937571892738
Black368653257165293656235
Hispanic778712298071207716529
Native Hawaiian<<<<<<<<27825518
White169074101690751016897311
Two or more races12867314985761511847416
Students with Disabilities951424995748438544646
Economically Disadvantaged571662947268285656035
English Learners660544025654443484652
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238259182183621720785922
Female238158192181601916766024
Male248359172185641523805820
American Indian<100<0<<<<<100<0
Asian359055102289671143793621
Black5585342155641449554645
Hispanic869613177568259615239
Native Hawaiian<100<0<100<0
White288659142587631324856215
Two or more races168469161783661710716129
Students with Disabilities13534047859514110453555
Economically Disadvantaged963533866963319595041
English Learners1165533546864326544746
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118675141485711510837217
Female98778131286741410827218
Male148572151685691511837217
American Indian<100<0<<<<<100<0
Asian2679532113938075100950
Black259574136563353646136
Hispanic11806920138067207696331
Native Hawaiian<100<0<<<<
White129078101589731112877513
Two or more races10908010472682815796421
Students with Disabilities8534547125442467524548
Economically Disadvantaged476712456661343646036
English Learners-353565-292971-424258
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9847616788811214857115
Female7867814889811113877413
Male9837317788811215836817
American Indian<<<<<100<0<100<0
Asian20876713-9494626896311
Black26765333777323-555545
Hispanic3716829108878129726328
Native Hawaiian<100<0<<<<<100<0
White10887812890821016907410
Two or more races3837917487831317907210
Students with Disabilities-34346614645547514549
Economically Disadvantaged164633637472264646036
English Learners4565244-606040-333367
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2192718199273814907610
Female189174915937771491779
Male2493697239269815897411
American Indian<<<<<100<0<<<<
Asian<100<03610064023856215
Black13927986827618-909010
Hispanic880732068579156807420
Native Hawaiian<100<0<<<<
White229371721937271792758
Two or more races32915998100920694886
Students with Disabilities<<<<<100<015776223
Economically Disadvantaged1183711758379175807520
English Learners<<<<<100<0-575743
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7908210118978118877913
Female689831199081106867914
Male99081101288761210897911
American Indian<100<0<100<0<<<<
Asian69489621896811-1001000
Black-757525-7575251676633
Hispanic489841187869222767424
Native Hawaiian<<<<<100<0<100<0
White99283812928081091809
Two or more races48076209898011397943
Students with Disabilities156554465953411605940
Economically Disadvantaged276752427573252686632
English Learners-717129-444456-585842
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 Students268761132387631320856415
Female228563151886671417856815
Male298860122788601224856115
American Indian-8787136948868857715
Asian419251834946063594596
Black12695731147460268686032
Hispanic228664141582681814786522
Native Hawaiian<100<0<<<<<100<0
White288961112689631123886512
Two or more races208162192283611713766324
Students with Disabilities135744431259474111544346
Economically Disadvantaged14746026137361278665834
English Learners177254281268563212675533
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168770131387741314877313
Female1382691898577159857615
Male20927281889711118897111
American Indian<100<0<<<<<100<0
Asian<<<<2588631324886512
Black370673078173192757325
Hispanic9827218182811810827218
Native Hawaiian<100<0<<<<<100<0
White199071101589741116897311
Two or more races188870131281691910867614
Students with Disabilities1157464325755434555145
Economically Disadvantaged674682657873224696531
English Learners6565044-656535-565644
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208869121889711112857315
Female17887112148975119857515
Male228967112289671115867114
American Indian<<<<<100<0<<<<
Asian33100670449450619100810
Black975672587567254666234
Hispanic17897211138168197827518
Native Hawaiian<100<0<100<0<100<0
White22906810209272814887412
Two or more races158569151585701510817119
Students with Disabilities759524165852424565244
Economically Disadvantaged876682487466264676233
English Learners-686832-585843-727228
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178164191881631917826618
Female127866221280682012827018
Male228463162483591721836117
American Indian<100<0<100<0<100<0
Asian468538152488651226896311
Black755484596858321545246
Hispanic78073201482681816745826
White198566152083631718876813
Two or more races137563251569543114786522
Students with Disabilities245435564640546494351
Economically Disadvantaged563573796455367575043
English Learners767603335552452413959
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288658142288651220846316
Female258762132187661319856615
Male318554152489651121826118
American Indian<<<<<100<0<100<0
Asian1393807321006803895575
Black13685532871632913705730
Hispanic23876413128169197726428
White328957112590651023876413
Two or more races86860321684681612746226
Students with Disabilities539346145753435474153
Economically Disadvantaged14725829107262287655835
English Learners-40406065347477635737
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students50924184488441240854515
Female47914494087481336865014
Male53923984989401144833917
American Indian<100<0<100<0
Asian78941764710053071100290
Black338047202972432821725128
Hispanic438946112784571628835517
White53934075090401046874113
Two or more races48873913439350818695131
Students with Disabilities217150291559444113493551
Economically Disadvantaged308353172678522219755625
English Learners328351172482581828825418
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: 91.2 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-kindergarten104148130
Kindergarten734714734
Grade 1781746730
Grade 2773796734
Grade 3824778796
Grade 4779829774
Grade 5855782839
Grade 6781874797
Grade 7889808898
Grade 8891919818
Grade 9991967995
Grade 10952963990
Grade 11899878921
Grade 12912948917
Post Graduate255
Total Students11,16711,15511,078
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 Students111671115511078
Female528852955286
Male587958605792
American Indian282627
Asian190191200
Black954923867
Hispanic131814291578
Native Hawaiian131519
White821180847880
Two or more races453487507
Students with Disabilities137315041528
Not Students with Disabilities979496519550
Economically Disadvantaged264526682611
Not Economically Disadvantaged852284878467
English Learners687698901
Not English Learners104801045710177
Homeless54187227
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 StudentsDivision5013352211227
State4977134413270494355291988
FemaleDivision2631306372
State27208151939333271895690
MaleDivision238205168155
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision1020111
State45721127821711655
BlackDivision25376153
State79241059810692161508849
HispanicDivision35321351
State47494925291891967259
WhiteDivision413250156112
State299791609911555741732722
Two or more racesDivision14120000
State23621474924317496
Students with DisabilitiesDivision36622040
State1022602927041321179106
Economically DisadvantagedDivision328510373
State959315817159242326561135
English LearnersDivision791330
State1518329526533162780
HomelessDivision2171032
State203617882423755
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 Students89885895.586996.8222.4
Female41139997.140297.871.7
Male48745994.346795.9153.1
American Indian0<100<10000
Asian1512801386.716.7
Black776888.36989.656.5
Hispanic776888.37192.256.5
White69767897.368498.1111.6
Two or more races26261002610000
Students with Disabilities959195.89195.844.2
Economically Disadvantaged14012790.713092.975
English Learners231773.92087313
Homeless2520802080312
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 Taken970 / 25.84%955 / 25.43%1,047 / 27.39%
Advanced Placement Course Enrollment1,013 / 26.98%1,048 / 27.9%1,113 / 29.11%
Dual Enrollment946 / 25.2%932 / 24.81%1,007 / 26.34%
Governor’s School Enrollment42 / 1.12%47 / 1.25%69 / 1.8%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision81661625
State800255758028
FemaleDivision41632422
State404623112723
MaleDivision40029227
State395632645333
American IndianDivision0<100
State25416535
AsianDivision18176
State5267459213
BlackDivision704831
State171671128234
HispanicDivision765528
State8077522135
WhiteDivision62547324
State457593374926
Two or more racesDivision252212
State3387249826
Students with DisabilitiesDivision522846
State5663303146
Economically DisadvantagedDivision1236547
State224061294742
English LearnersDivision18<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 AssessmentsDivision181717
 State397141393623
State LicensuresDivision435449
 State167317901964
Industry CertificationDivision81810341074
 State89541100544109590
Workplace ReadinessDivision180155249
 State336653077542313
Total Credentials EarnedDivision105912601389
 State128850137248157490
Students Earning One or More CredentialsDivision82410011084
 State104867109089126113
CTE CompletersDivision391431508
 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 Students927175477444.1%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students975189478841.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students985184987947.5%
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
69.269.269.7

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
2013-20147,392.004,076.00452.00
2014-20157,712.003,997.00463.00
2015-20167,837.004,145.00497.00

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 Students10743450140212108444291361781082138612817110602479159163
Female51222175691516119871925165175528350382477980
Male562123384121568323165865656211768855642328083
American Indian29120270012530028010
Asian20061218612101856141871110
Black935661330916542039876522734827482625
Hispanic1221491424134252142614394614251549732138
Native Hawaiian12000110002520017000
White796630610014879382799010578132487899752131310089
Two or more races38022108424321174582989473341011
Students with Disabilities11799235461339882733145575303614401004331
Economically Disadvantaged2548247721122662222711002603179739125622188484
English Learners69619887063081475425915929381418
Homeless12825727224371222214301328229341530
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 Students96.0896.3595.93
Female96.0496.3495.86
Male96.1196.3696
American Indian95.9695.9695.36
Asian97.0997.0296.99
Black95.7395.9895.88
Hispanic96.1796.5795.86
Native Hawaiian97.1396.7296.36
White96.1396.3895.97
Two or more races95.0795.5995.24
Students with Disabilities95.295.5795.37
Economically Disadvantaged94.8595.2495.03
English Learners96.1196.4395.9
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 Offenses51
Technology Offenses<
Offenses Against Student106
Offenses Against Staff13
Weapons Offenses14
Property Offenses15
All Other Offenses18
Other Offenses Against Persons143
Disorderly or Disruptive Behavior Offenses199
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 Indian0.2510.240.2330.244
Asian1.7011.211.7121.8070.76
Black8.54324.038.27420.337.83220.87
Hispanic11.8037.2812.817.3214.25510.69
Native Hawaiian0.1160.1340.270.172
White73.52964.0872.4766.9471.18362.6
Two or more races4.0573.164.3665.154.585.09
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2510.2330.244
Asian1.7011.7122.941.807
Black8.54344.128.27423.537.83231.58
Hispanic11.80314.7112.8117.6514.25510.53
Native Hawaiian0.1160.1340.172
White73.52941.1872.4752.9471.18352.63
Two or more races4.0574.3662.944.585.26
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

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 Indian0.2510.2330.244
Asian1.7011.7121.807
Black8.54366.678.274207.83233.33
Hispanic11.80312.8114.25566.67
Native Hawaiian0.1160.1340.172
White73.52933.3372.476071.183
Two or more races4.0574.366204.58
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 Students24.3724.4924.71
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 Students36.137.6440.74
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 Students79.9378.5176.93
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: 12.43 : 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: 11.08 : 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
Provisional6%6%
Provisional Special Education2%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%1%2%
High Poverty---
Low Poverty-1%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
2014-201537%60%1%2%
2015-201639%59%1%1%
2016-201742%56%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Fauquier County Public Schools to top