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General school information

Division: Fluvanna County Public Schools
Address: 14455 James Madison Highway Palmyra, VA 22963
Superintendent: Mr. Chuck Winkler
Region: 5
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 Schools5
Fully Accredited5

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 StudentsDivision8590
 Virginia8586
FemaleDivision9192
 Virginia8989
MaleDivision8087
 Virginia8283
BlackDivision8092
 Virginia7979
HispanicDivision10075
 Virginia7676
Native HawaiianDivision100
 Virginia8992
WhiteDivision8689
 Virginia8990
Two or more racesDivision9195
 Virginia8889
Students with DisabilitiesDivision4867
 Virginia5353
Economically DisadvantagedDivision7084
 Virginia7575
Gap Group 2Division8092
 Virginia7979
Gap Group 3Division10075
 Virginia7676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168063201881631917796221
Female198365172085651518826418
Male147662241577612315756025
American Indian<<<<<100<0<<<<
Asian<100<08857715<<<<
Black863543796758339655635
Hispanic137865221473592712736127
Native Hawaiian<100<0<100<0<100<0
White188365172084641619826318
Two or more races147965211983651712786522
Students with Disabilities114029601235236511352466
Economically Disadvantaged9675833106858328635537
English Learners667613385951417524548
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962212176552419765724
Female187960212179572121785722
Male168064202173532717745726
Black8625438196142393635938
Hispanic198869131356444416796321
White208262182378552223785522
Two or more races9776823169074108726428
Students with Disabilities6443856182797321432157
Economically Disadvantaged9686032136552359595041
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197556251781641918755725
Female238361171781641920755525
Male167053301781641915756125
Asian<100<0<100<0
Black1159484156257386655835
Hispanic7575043197556257575043
White207959211986671420785722
Two or more races338350171570553018826418
Students with Disabilities7362964535306512322068
Economically Disadvantaged7554845116756337564844
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students297849222076552419786022
Female328351172384611621795821
Male257146291870513016786222
Black20583842145743439564744
Hispanic247653242465413519886913
White318250182279582122846216
Two or more races17725628208565155635837
Students with Disabilities203717634231977-252575
Economically Disadvantaged20725228126250388665734
English Learners<<<<10504050<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148470162277552323775423
Female169073102583581722836117
Male117866221970513023734927
Asian<100<0<100<0<100<0
Black-6868321667513320614139
Hispanic108070202261393918654735
White168872122380572024805620
Two or more races137360271767503324886512
Students with Disabilities11443356182147913261374
Economically Disadvantaged7686132106555358595141
English Learners<<<<<<<<9453655
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178266182187661320816119
Female21866514299162925876213
Male137966211283711715745926
Asian<100<0<100<0<100<0
Black10716029571662914695531
Hispanic<<<<<100<06726728
White198465172489651123836117
Two or more races81009202986571414816719
Students with Disabilities92819722057374316382263
Economically Disadvantaged9706130872642811655435
English Learners<100<0<100<010504050
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97263281177652314776323
Female127563251281681917856815
Male66963311073632711685732
American Indian<<<<<100<0
Asian<100<0<<<<<100<0
Black5474253256534410605040
Hispanic8756725-80802017755825
White117868221380672015806520
Two or more races-646436181008207797121
Students with Disabilities163216681019108114382462
Economically Disadvantaged654484656358378585142
English Learners<<<<<100<0<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students690841010948364878413
Female590851010968642898611
Male790831010918095868114
Asian<100<0<<<<<<<<
Black3797621-91919-838318
Hispanic<100<010908010-777723
Native Hawaiian<100<0<100<0
White79285812958455898511
Two or more races786791421896811<<<<
Students with Disabilities360574096859323413859
Economically Disadvantaged586811468781134807620
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students137461262581571924785422
Female167761233088581229855615
Male117160291974562620705130
American Indian<<<<<100<0
Asian<100<0<<<<<<<<
Black4585342768613210665634
Hispanic20674733289264832774523
Native Hawaiian<<<<<100<0
White157863222783561727805420
Two or more races148671143588541214715729
Students with Disabilities12402960940306011352565
Economically Disadvantaged76457361373602713645136
English Learners<<<<87567259554545
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126452361872552816705430
Female176851322380562020806120
Male76053401265533511584742
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black542375855651448585043
Hispanic175842423090601017675033
White146956312074542616725628
Two or more races187355271882641820674733
Students with Disabilities1722678626197411332267
Economically Disadvantaged10534348106252389564744
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15877313329259835885312
Female1491779379559539905110
Male158570152787601330865614
Asian<100<0<<<<<<<<
Black3807720984751614796421
Hispanic<100<0279367750904010
Native Hawaiian<<<<<100<0
White17887112369458638905210
Two or more races101009004793477<<<<
Students with Disabilities-8181191775582510382962
Economically Disadvantaged28280181889711120785722
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 Students158267181583681713806820
Female158469161586711412837017
Male148066201681651913786522
American Indian<<<<<<<<<<<<
Asian301007001585691523100770
Black773652797163295686432
Hispanic108373171575602511786822
Native Hawaiian<<<<<<<<<<<<
White168467161786701414836917
Two or more races178265181382681811756425
Students with Disabilities10503950104838528463854
Economically Disadvantaged973642797263287706330
English Learners58277181166553413826918
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147056301372592814745926
Female116453361074642612705830
Male167659241870513017786122
American Indian<<<<<100<0
Black1046365435350473565344
Hispanic7807320650445016634737
White137561251674582617796121
Two or more races29673833109080108686032
Students with Disabilities6504450192457614291471
Economically Disadvantaged1058484245955416575143
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268558153088581331855415
Female25916692789611127865914
Male278053203386541436834717
Asian<100<0<100<0
Black207657242273512710817119
Hispanic147157293188561314796421
White29875813329159937865014
Two or more races228361173085551521866414
Students with Disabilities112918711055454512402860
Economically Disadvantaged197658241581661914746026
English Learners<<<<<100<0<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20876713248156195736827
Female2391689288759134767124
Male16836717217654245706530
Black18806220236946313565444
Hispanic209373725694431-757525
White21906810248561156787222
Two or more races6696331287850227716429
Students with Disabilities2459344111332267-393961
Economically Disadvantaged17836617186951312646236
English Learners<<<<10605040<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229067101686691410847416
Female2291699179074108888012
Male238966111681651911807020
Asian<100<0<100<0<100<0
Black3767424178165198766824
Hispanic-929281172612815907510
White25916691889711110857515
Two or more races359459667165296837817
Students with Disabilities154126591850325012392761
Economically Disadvantaged13826818148067207776923
English Learners<<<<10504050991829
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students770633037067303454255
Female969603137471264565344
Male671652936763333343166
Black7787222-6060409494051
Hispanic<<<<<<<<-555545
White766593447471262464454
Two or more races<<<<<<<<-171783
Students with Disabilities94434561535196517331767
Economically Disadvantaged867593335249487383262
English Learners<100<0<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13847116119079106837717
Female1686701410938275888312
Male9817219118776137797121
American Indian<100<0<100<0
Black662563837673247787222
Hispanic<<<<20907010793867
White1487731312928085847916
Two or more races2186641489283813806720
Students with Disabilities165034501058484212412959
Economically Disadvantaged768613268478164777423
English Learners<100<0<100<0<100<0
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students584781698879127888112
Female786791412917991091819
Male481771968680145858015
Asian<100<0<100<0
Black-7676242908810-797921
Hispanic-909010157762235797421
Native Hawaiian<100<0<100<0
White7847716108979119908110
Two or more races-92928128876126888212
Students with Disabilities-5555452747226-727228
Economically Disadvantaged-75752567468264858115
English Learners<100<0<<<<<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8827418984751617816419
Female7837717986771420846416
Male98172191083731715796421
Asian<100<0<<<<<100<0
Black275732526866325656035
Hispanic11726128-88881321866414
Native Hawaiian<<<<<<<<<100<0
White98576151289771119836517
Two or more races<<<<<<<<29865714
Students with Disabilities-646436-363664-434357
Economically Disadvantaged373712758175198696131
English Learners<<<<<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148268182182611817907310
Female158772131882641814887412
Male13756325258257182193717
Asian<100<0<100<0<100<0
Black-79792145248484696531
Hispanic<<<<1767503313816919
White16816519268963112194746
Two or more races-93937<100<0<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged5736827117261289837417
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158772131888701217866914
Female128774131488731216867014
Male188870122288661217856815
American Indian<<<<<<<<
Asian<100<0<<<<<100<0
Black766593467569254716629
Hispanic13927982285631514867214
Native Hawaiian<<<<<100<0<100<0
White1792758209170919897011
Two or more races128270182189681121795821
Students with Disabilities458534235552456504450
Economically Disadvantaged87567251078672211736127
English Learners-848416974652614867214
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288860123186551427835617
Female238663142687611323795521
Male338956113484501631875613
Black16685232127765232636037
Hispanic128876121876592429764724
White33925883688531232905810
Two or more races178367173585501532633237
Students with Disabilities2063433744137595413659
Economically Disadvantaged167660241674582618715429
English Learners<<<<9645536<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8777023128169199797021
Female5757125127866229817119
Male11806920138471169776823
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black250485026461368605340
Hispanic883751710807020-92928
White9857615158468169827318
Two or more races9554545-100100020735327
Students with Disabilities-464654340376014412759
Economically Disadvantaged158564367165299605140
English Learners<<<<<100<0<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students129078101290781018887013
Female12928181090801016907410
Male138774131390771019856515
Black776692427472266726628
Hispanic694886239269820100800
Native Hawaiian<100<0<100<0
White1493807129381720907010
Two or more races18887112<<<<20907010
Students with Disabilities-535347-5454463575443
Economically Disadvantaged9807220584791610756425
English Learners<<<<<<<<<100<0
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students169680420937371594796
Female169882218927481494806
Male179477623957251694786
Asian<100<0<100<0
Black10867614-848416491879
Hispanic<100<0<<<<8756725
White179880223957151696804
Two or more races-10010002392698<<<<
Students with Disabilities<100<0<100<0<<<<
Economically Disadvantaged39794369084109857615
English Learners<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11897811159176914897511
Female785781599283818907210
Male15927782390671010877813
Asian<100<0<100<0<100<0
Black360584097970212747226
Hispanic151008503392588793867
Native Hawaiian<<<<<100<0<100<0
White129482616957961891749
Two or more races10807020188264188100920
Students with Disabilities-606040-717129-535347
Economically Disadvantaged7797221147864238827418
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students218563152388651220846416
Female168570151988691218836517
Male278457162787601322856315
American Indian<<<<<100<0<<<<
Asian<<<<40804020<<<<
Black772642887467267696331
Hispanic21805920229169920806020
Native Hawaiian<<<<<100<0<100<0
White24886412279164922876513
Two or more races218362171883651724906710
Students with Disabilities6494351753474710473753
Economically Disadvantaged117262281581661912726028
English Learners5676233199374716755925
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students16867014168670148857615
Female10847316148875124827818
Male228866122083631713887513
Asian<100<0<<<<<<<<
Black47671242787622-616139
Hispanic<100<0-909010-696931
Native Hawaiian<<<<<100<0<100<0
White198868122188671210898011
Two or more races-88881316846816<100<0
Students with Disabilities35653445504550-434357
Economically Disadvantaged675702598071206676133
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138572151589741112827118
Female8857715888801210857515
Male198566152290681013806720
Asian<<<<<100<0<100<0
Black-67673328078202545346
Hispanic1375632520937371592778
Native Hawaiian<<<<
White15907510179275814897411
Two or more races<<<<20705030892838
Students with Disabilities-55554537370278463854
Economically Disadvantaged574702688071206716529
English Learners<<<<<100<0<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168973112387641323836017
Female148975111385721518816319
Male209070103590551028865814
Black493897-65653515816719
Hispanic23775423369155918644536
White17897211269165924856015
Two or more races25100750<<<<<<<<
Students with Disabilities<<<<-4747538312369
Economically Disadvantaged138370171583691714725828
English Learners<100<0<100<0<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21100790321006803394616
Female810092033100670<100<0
Male<100<0<100<04292508
White171008303010070031100690
Two or more races<100<0<100<0<<<<
Economically Disadvantaged<100<0<100<0<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238057202184631620836317
Female198364172285631521826118
Male277749232083631719836417
American Indian<<<<
Asian<100<0<100<0<100<0
Black5585343126756333777423
Hispanic367336271090801025100750
White278659142486631423826018
Two or more races96455361810082027876013
Students with Disabilities1035266542420763454255
Economically Disadvantaged146247381776592412756325
English Learners<<<<<100<0<100<0
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students38854715409252835865114
Female32875513399253833845216
Male42834117419251837885012
Asian<100<0<100<0
Black207353271676592419846616
Hispanic88577154488441323694631
White43884512469650439874813
Two or more races39783922268458163293617
Students with Disabilities446425455853425454155
Economically Disadvantaged167458262184621616725628
English Learners<<<<<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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-kindergarten666470
Kindergarten229215219
Grade 1248223218
Grade 2267260237
Grade 3281274268
Grade 4288271268
Grade 5297291289
Grade 6277303297
Grade 7279270317
Grade 8278285289
Grade 9320281311
Grade 10268302267
Grade 11276271306
Grade 12253244232
Post Graduate030
Total Students3,6273,5573,588
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 Students362735573588
Female184317901819
Male178417671769
American Indian525
Asian121914
Black540512535
Hispanic172181186
Native Hawaiian564
White265526132605
Two or more races238224239
Students with Disabilities396379405
Not Students with Disabilities323131783183
Economically Disadvantaged113811131114
Not Economically Disadvantaged248924442474
English Learners647077
Not English Learners356334873511
Homeless403830
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision1561048079
State4917234247347693750052232
FemaleDivision86384033
State268261510012453531829806
MaleDivision70664046
State2234619147223158431761426
AsianDivision<<<<0<
State44281223901613062
BlackDivision19232002
State78991054114312301412964
HispanicDivision701011
State44244511381851536311
WhiteDivision120755066
State300171650814345631731798
Two or more racesDivision950000
State222313111283715989
Students with DisabilitiesDivision2278011
State946530734751091062120
Economically DisadvantagedDivision22267056
State921814810194032821221221
English LearnersDivision<<<<0<
State448206829417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students28426894.426894.472.5
Female13412895.512895.532.2
Male15014093.314093.342.7
Asian0<100<10000
Black464495.74495.700
Hispanic10880880110
White21220094.320094.362.8
Two or more races14141001410000
Students with Disabilities393794.93794.912.6
Economically Disadvantaged665583.35583.357.6
English Learners0<100<10000
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken134 / 12%143 / 13.02%161 / 14.43%
Advanced Placement Course Enrollment189 / 16.92%197 / 17.94%171 / 15.32%
Dual Enrollment232 / 20.77%222 / 20.22%247 / 22.13%
Governor’s School Enrollment65 / 5.82%66 / 6.01%85 / 7.62%
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 StudentsDivision27317436
State800255758028
FemaleDivision14810529
State404623112723
MaleDivision1256945
State395632645333
American IndianDivision0<100
State25416535
BlackDivision341944
State171671128234
HispanicDivision0<100
State8077522135
WhiteDivision20813734
State457593374926
Two or more racesDivision201240
State3387249826
Students with DisabilitiesDivision24<100
State5663303146
Economically DisadvantagedDivision562261
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
CTE CompletersDivision131120140
 State392914240439528
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students13419412463.9%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students13919611860.2%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11618811661.7%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
68.967.266.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,990.004,483.00619.00
2013-20143,985.004,668.00564.00
2014-20154,424.004,874.00523.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students3360249757833162417884322421988982981344172174
Female16931273540167713241441620103425815151699393
Male16671224038163910937401604116464014661757981
American Indian0000000000000000
Asian14000120001522014110
Black5323411115093010847830615463432728
Hispanic15214511511542157146615220612
Native Hawaiian0000000000000000
White2431183526424241785770236315770702142261128123
Two or more races21917722111774205144720319911
Students with Disabilities36237712332281612326371019302572730
Economically Disadvantaged100512938459951214954976101586010111479297
English Learners57621604306754171837
Homeless37564279353344844223
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.8494.8794.51
Female94.7794.8594.57
Male94.9294.8894.44
American Indian95.4495.4589.21
Asian97.7394.295.19
Black95.7295.6795.31
Hispanic94.5194.5194.21
Native Hawaiian95.5997.4497.95
White94.6794.794.41
Two or more races94.8495.2593.97
Students with Disabilities93.993.6492.84
Economically Disadvantaged93.4893.593.17
English Learners95.2494.7393.92
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses14
Technology Offenses<
Offenses Against Student32
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses10
Other Offenses Against Persons64
Disorderly or Disruptive Behavior Offenses69
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1630.1380.056
Asian0.3520.3310.680.5340.69
Black15.53335.6714.88836.0514.39435.42
Hispanic4.3373.054.7422.725.0892.78
Native Hawaiian0.1630.1380.680.1691.39
White73.16357.0173.20156.4673.46154.86
Two or more races6.2894.276.5623.46.2974.86
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1630.1380.056
Asian0.3520.3310.534
Black15.5332514.88844.4414.39457.14
Hispanic4.33712.54.7425.089
Native Hawaiian0.1630.1380.169
White73.16362.573.20155.5673.46142.86
Two or more races6.2896.5626.297
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1630.1380.056
Asian0.3520.3310.534
Black15.53314.88814.394
Hispanic4.337504.7425.089
Native Hawaiian0.1630.1380.169
White73.1635073.20173.461
Two or more races6.2896.5626.297
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 Students31.8532.1929.95
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 Students30.8631.6832.22
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

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 Students75.4571.9873.17
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: 14.15 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.49 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional3%2%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201550%47%1%2%
2015-201650%47%1%2%
2016-201749%48%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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