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General school information

Division: Franklin County Public Schools
Address: 25 Bernard Road Rocky Mount, VA 24151-6614
Superintendent: Dr. W. Mark Church
Region: 6
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 Schools16
Fully Accredited15
Partially Accredited: Warned School-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 StudentsDivision828488
 Virginia858687
FemaleDivision888793
 Virginia898990
MaleDivision768083
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision100100<
 Virginia909293
BlackDivision827884
 Virginia797981
HispanicDivision709386
 Virginia767675
WhiteDivision828488
 Virginia899091
Two or more racesDivision657891
 Virginia888989
Students with DisabilitiesDivision475759
 Virginia535354
Economically DisadvantagedDivision757283
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division827884
 Virginia797981
Gap Group 3Division709386
 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 Students178366171481671916816519
Female188567151686701418846716
Male168165191377652315786422
American Indian<<<<<<<<<<<<
Asian25906510259469635100650
Black11695931106958319665734
Hispanic117968211177662310736327
White188566151584681618846616
Two or more races879712177568259756625
Students with Disabilities849415184739539463754
Economically Disadvantaged11766524874662610736327
English Learners673682746157397696231
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208564151080692013756225
Female198868121183721714746026
Male21826118976672413766424
Asian<100<0<100<0
Black1666503446157397615439
Hispanic373702757570258504250
White228765131182711815796421
Two or more races1482681887365276746826
Students with Disabilities759524155248489413359
Economically Disadvantaged1580652067267288706230
English Learners-87871355853428585042
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248460161884661621836217
Female258761131988681322876413
Male228159191881631920806020
Asian<<<<<100<0<100<0
Black17715429207353289595041
Hispanic138875131779622117796221
White278659141986671424866314
Two or more races9807120147662247817419
Students with Disabilities11524148854464610514149
Economically Disadvantaged147865221280682013796521
English Learners892858786791414766224
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268357172485611522866314
Female288860122785581526876113
Male247754232084641619856615
Asian<100<0<<<<<100<0
Black177457261075652515685432
Hispanic186850322083631713756325
White298556152686601424896511
Two or more races7726628980712016776123
Students with Disabilities746395495446469605140
Economically Disadvantaged167661241479652114796421
English Learners968593286758336817519
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158267181778612222815919
Female188365172086661425835917
Male128270181571572920795921
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black11675633196647348564944
Hispanic48885121476622416826618
White178467161880622025845916
Two or more races683781777164296696431
Students with Disabilities8443656735286510433357
Economically Disadvantaged8746526871632913705730
English Learners<<<<<<<<13877313
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188466161683671714836917
Female208666141687711318907210
Male178266181780632011776623
Asian<100<0<100<0<100<0
Black106959311474602613776523
Hispanic77972211179682110817119
White218666141886681415846916
Two or more races-676733879712110796921
Students with Disabilities1051414984336577362964
Economically Disadvantaged1277652397667248776923
English Learners-555545<<<<-828218
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8756725772662814735927
Female8776923878702216786222
Male8726428668623212685632
Asian<100<0<100<0<100<0
Black457524385144499655635
Hispanic2580552036662344646136
White7766924775682516766024
Two or more races10736328-60604011635137
Students with Disabilities2312869123522658322468
Economically Disadvantaged868593246359378585042
English Learners<<<<<<<<-363664
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students89182978881125888312
Female991829892838491889
Male890821058478166847816
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black2838117-787822-767624
Hispanic57671244797521-838317
White99283889082105898411
Two or more races496914-80802010908010
Students with Disabilities1166553445349478605340
Economically Disadvantaged383801828281183777423
English Learners<<<<<<<<<<<<
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 Students117261281269573116766124
Female158167191476622421846316
Male86254381062523811695831
American Indian<100<0<100<0<<<<
Asian<<<<<<<<<100<0
Black2595741647415311635237
Hispanic8676033-50505012786722
White137461261372592816786122
Two or more races7726628665593512806820
Students with Disabilities526217462620749312369
Economically Disadvantaged663563775548459675833
English Learners-303070-212179-505050
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127058301367533321785822
Female167963211775582528865814
Male76154391059504114715829
Asian<100<0<100<0<100<0
Black44742531044335619664734
Hispanic14766224-4848528847616
White127260281570553023805721
Two or more races8706330-53534712857415
Students with Disabilities52217781025157513311969
Economically Disadvantaged66457361054444611705930
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117564251171602912756325
Female148470161277662315826718
Male9645536106555359675933
Asian<<<<<<<<<100<0
Black-69693124947512605840
Hispanic3615839-52524815735827
White137663241274622612766424
Two or more races57671241174632613756325
Students with Disabilities631256912726735322668
Economically Disadvantaged662553855752437655735
English Learners<<<<<<<<<<<<
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 Students188062201782651816816519
Female198364171886681417846716
Male167761231679622116796321
American Indian<<<<<<<<<<<<
Asian39100610439552540100600
Black87163291268563210716129
Hispanic137966211583681711816919
White198162191884661618836517
Two or more races137663241074642613766324
Students with Disabilities845375584941518494151
Economically Disadvantaged127462261176652410756525
English Learners10776723147864228807220
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197859221481671914786422
Female198162191186751412776523
Male207555251776592416806420
Asian<100<0<100<0
Black9706130748415213645136
Hispanic1677612388375188615339
White217958211684681615826718
Two or more races1476622447773233706730
Students with Disabilities7393161742355810483852
Economically Disadvantaged1673572797567259726428
English Learners13816919568633213756325
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298758132887591326896311
Female298758133190601025906510
Male298758132785581526886212
Asian<100<0<100<0<100<0
Black15786323257045309776823
Hispanic138875133886481423886512
White32885612298960112791649
Two or more races248259181787701327815419
Students with Disabilities12564444115644449584942
Economically Disadvantaged198162192184631617866914
English Learners23926984386431418826418
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288557152883551725876213
Female348753132882541826906510
Male228260182984551625845916
Asian<100<0<<<<<100<0
Black147460262073532814746026
Hispanic267650241885681522886613
White308757133185541527896211
Two or more races147662241865473526815519
Students with Disabilities8564844105343479554545
Economically Disadvantaged188163191577612316836717
English Learners14735927159277813887513
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168569151484701614857115
Female168772131788711313867314
Male178366171181691914847016
American Indian<<<<<100<0<<<<
Asian<100<0<100<0<100<0
Black9756625138169195746926
Hispanic4888512118978118898211
White188769131585701516877213
Two or more races1676592447168298675833
Students with Disabilities944355674841528554645
Economically Disadvantaged979712178174198787022
English Learners<100<0<<<<-93937
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177255281674572613725828
Female217656241877592315786322
Male146854321470563011655435
Asian<100<0<100<0<100<0
Black136350371264523610706030
Hispanic7686132147157292727028
White197354271776592415725828
Two or more races6635638196849324615739
Students with Disabilities1034246683022707272073
Economically Disadvantaged11604940106151395625738
English Learners-505050<<<<5736827
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students78174191184731611817019
Female68477161290781013857215
Male7777023107869229776823
Black-717129886781410736327
Hispanic131008701489751115816719
White78174191183721711827118
Two or more races3797621771642910908110
Students with Disabilities23533651261503911453455
Economically Disadvantaged5767124107969218766924
English Learners<100<0<<<<-737327
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178165191284721611796821
Female218766131390761016867114
Male13766324107968218736527
Asian<100<0<100<0
Black1273622758176196777123
Hispanic1585711598374173908710
White178164191385721512786622
Two or more races10837217379762120806020
Students with Disabilities-40406025149491484752
Economically Disadvantaged1174632667872226716529
English Learners<100<0<<<<-838317
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students76760331281691912776423
Female97263281383711711776623
Male56256381078672213766324
Asian<100<0<100<0<100<0
Black-55554574539559635337
Hispanic3615839781741913736027
White86961311384711612786622
Two or more races5585342586821410716229
Students with Disabilities3464454-4545552434157
Economically Disadvantaged356544477366277676033
English Learners<<<<<100<0<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178265182183631721846316
Female198364172087671320856515
Male148166192277552322815919
Asian<100<0<100<0<100<0
Black-8383171467523311635237
Hispanic178367171679632111786722
White188264182186651422856215
Two or more races<<<<<<<<1391789
Students with Disabilities<<<<-717129<<<<
Economically Disadvantaged127967211579652113806820
English Learners<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

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 Students138673141485721514837017
Female118675141286751411847316
Male158571151684681616826618
American Indian<<<<<100<0<<<<
Asian3894566369357742100580
Black474692667165299675933
Hispanic377742397868229766624
White148773131587721315867114
Two or more races783751778174198746526
Students with Disabilities356544475650445494351
Economically Disadvantaged779722187769238756725
English Learners-57574335248484625838
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208464162181601918796021
Female188567152179592116755925
Male228461162183621721826118
Asian<100<0<<<<<100<0
Black14715729562563812513949
Hispanic37471261478642213695631
White228664142384611620846416
Two or more races177962211568533213483552
Students with Disabilities251494984840528494151
Economically Disadvantaged107767231071612910716129
English Learners-686832869623113816919
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151485711514847016
Female108575151286741411827118
Male158570151584691616856915
Asian<100<0<100<0<100<0
Black4736927107161299786922
Hispanic-89891147571256777123
White148673141587721315867114
Two or more races5767124675692511776623
Students with Disabilities54743531165543512513949
Economically Disadvantaged878702297869227746726
English Learners<<<<<<<<-555545
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108575151085751514786422
Female8857715888801211837217
Male118473161382691816735727
American Indian<<<<<100<0
Asian<<<<<100<0<100<0
Black270683067165299615239
Hispanic3636037473692717745726
White118877121186751415806520
Two or more races-8787134969347766924
Students with Disabilities-53534745147491383762
Economically Disadvantaged377752367670249685932
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1286751417957851593787
Female986771411958451493807
Male1587721325946961793767
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black4787422586811416644836
Hispanic892858118978116888113
White1287741318967841596814
Two or more races10908010<<<<5100950
Students with Disabilities8837517<<<<<<<<
Economically Disadvantaged1285741510918197888112
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students988791298577158867814
Female787801378578155888412
Male118877121186751410847316
American Indian<100<0
Asian<100<0<100<0<100<0
Black-7575252757325-797921
Hispanic4837817148167196777123
White11897911108777139877913
Two or more races4928883848116-818119
Students with Disabilities16765332565344-535347
Economically Disadvantaged683771777871226817519
English Learners<<<<<<<<-535347
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 Students289062102589631125866114
Female269063102287651321856315
Male319060102990611028875913
American Indian<<<<<100<0<<<<
Asian65942965310047067100330
Black118472161378652316776123
Hispanic288759131985651517897211
White30916192790631026876113
Two or more races238563151583691719775823
Students with Disabilities116857321367543310594841
Economically Disadvantaged208565151782661818796121
English Learners257550251167563323825918
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students209069101689721115867114
Female19887012138875127837617
Male22916992090691023886612
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black880712077467263777423
Hispanic1882641848884129837417
White22916991890721016877113
Two or more races1491779168974115807520
Students with Disabilities966573487668242545246
Economically Disadvantaged13826918979712111766424
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158873121788701212877513
Female12877513128774139887912
Male178871122389661115867214
American Indian<<<<
Asian<100<0<100<0<100<0
Black6817519138168197847716
Hispanic1383701717917493888512
White168973111888711213877513
Two or more races1392798883751812766524
Students with Disabilities869613166256387645736
Economically Disadvantaged10827318118170198837517
English Learners<<<<<<<<-808020
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20927281486721414756125
Female16907310781731910736227
Male2696694229270819796021
Asian<100<0<100<0<100<0
Black9887912-6363384656135
Hispanic1085751511847416595905
White21937271688721215766124
Two or more races25835817681751912614839
Students with Disabilities30100700-8686141383662
Economically Disadvantaged1385721577669249665734
English Learners<100<0<100<0<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0
Male<100<0
White<100<0
Students with Disabilities<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36905510389254835905510
Female339157940935373792548
Male38905210369155933895511
Asian<100<0<100<0<100<0
Black118978111486731428865814
Hispanic409050101779622128886012
White389153942945263891539
Two or more races308353182073532722866414
Students with Disabilities458544296758334565244
Economically Disadvantaged248863122288661221836217
English Learners<<<<<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4891439388951114791449
Female49924383887491345904510
Male4790421039915394993437
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black248258182182611830734328
Hispanic43924983884471637905310
White529241841914995094436
Two or more races287952212485621534834817
Students with Disabilities136956311561453916705430
Economically Disadvantaged368852122784571637864914
English Learners3890521018917395393407
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-kindergarten285292319
Kindergarten573517500
Grade 1583583522
Grade 2572558584
Grade 3546555568
Grade 4541535544
Grade 5546542544
Grade 6543520537
Grade 7524547531
Grade 8621529540
Grade 9617644576
Grade 10559575612
Grade 11471491498
Grade 12500453477
Post Graduate10120
Total Students7,4917,3537,352
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 Students749173537352
Female372536713641
Male376636823711
American Indian201714
Asian353336
Black652592577
Hispanic423467506
Native Hawaiian111
White598958695805
Two or more races371374413
Students with Disabilities111111171126
Not Students with Disabilities638062366226
Economically Disadvantaged320931242923
Not Economically Disadvantaged428242294429
English Learners136167208
Not English Learners735571867144
Homeless2118
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 StudentsDivision267187170285
State4977134413270494355291988
FemaleDivision1817930135
State27208151939333271895690
MaleDivision86108140150
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision<<<<0<
State45721127821711655
BlackDivision20203021
State79241059810692161508849
HispanicDivision13122030
State47494925291891967259
WhiteDivision223147120223
State299791609911555741732722
Two or more racesDivision870011
State23621474924317496
Students with DisabilitiesDivision32717060
State1022602927041321179106
Economically DisadvantagedDivision598710083
State959315817159242326561135
English LearnersDivision<<<<<<
State1518329526533162780
HomelessDivision<<<<<<
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 Students50447193.547193.5285.6
Female28126393.626393.6134.6
Male22320893.320893.3156.7
American Indian0<100<10000
Asian0<100<10000
Black464393.54393.524.3
Hispanic3027902790310
White40738293.938293.9225.4
Two or more races171588.21588.215.9
Students with Disabilities534788.74788.7611.3
Economically Disadvantaged16715693.415693.484.8
English Learners0<<<<<<
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken -154 / 7.12%216 / 9.99%
Advanced Placement Course Enrollment -154 / 7.12% -
Dual Enrollment764 / 35.58%551 / 25.47%404 / 18.68%
Governor’s School Enrollment29 / 1.35%29 / 1.34%29 / 1.34%
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 StudentsDivision46630634
State800255758028
FemaleDivision23517526
State404623112723
MaleDivision23113143
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision422931
State171671128234
HispanicDivision13<100
State8077522135
WhiteDivision39025535
State457593374926
Two or more racesDivision181233
State3387249826
Students with DisabilitiesDivision441566
State5663303146
Economically DisadvantagedDivision1467747
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision12712983
 State397141393623
State LicensuresDivision271517
 State167317901964
Industry CertificationDivision859867561
 State89541100544109590
Workplace ReadinessDivision572203291
 State336653077542313
Total Credentials EarnedDivision15851214952
 State128850137248157490
Students Earning One or More CredentialsDivision1163881810
 State104867109089126113
CTE CompletersDivision371357358
 State392914240440502
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 Students20426920074.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students18425116364.9%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students14219313569.9%
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
66.366.966.9

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
2013-20144,316.005,104.00967.00
2014-20154,330.005,330.001,009.00
2015-20164,359.005,262.001,102.00

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 Students6946360121138626177332927660067773123375825863400326
Female34651825853313936715012530083751471802908428199144
Male34811786385312240617915129984021651572917435201182
American Indian1731012521121128321
Asian37000331003021032310
Black6162197551732825509602531461612622
Hispanic37616610354461719377472023394553022
White555529998113499560426321347896162412624634674310256
Two or more races3452178316441917288512419295673125
Students with Disabilities1006813027861151715284515967758271769171
Economically Disadvantaged33292568295282849220716326035162282282355500239203
English Learners15031212812431541471018128113
Homeless9613502663988438
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.3793.6793.17
Female95.493.6893.25
Male95.3493.6693.09
American Indian93.9392.7190.55
Asian97.8896.7795.51
Black96.1894.1293.77
Hispanic95.6893.8393.27
Native Hawaiian86.2491.7994.52
White95.2693.6693.19
Two or more races95.2692.7691.88
Students with Disabilities94.492.2191.92
Economically Disadvantaged94.6692.3191.93
English Learners96.5593.9493.71
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

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses125
Technology Offenses35
Offenses Against Student99
Offenses Against Staff15
Weapons Offenses26
Property Offenses30
All Other Offenses91
Other Offenses Against Persons209
Disorderly or Disruptive Behavior Offenses559
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 Indian0.2670.180.2310.19
Asian0.4670.4490.20.49
Black8.70413.848.05112.727.84810.36
Hispanic5.6473.856.3512.786.8824.01
Native Hawaiian0.0130.0140.014
White79.94975.6679.81875.9478.95876.52
Two or more races4.9536.485.0868.355.6189.12
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 Indian0.2670.2310.19
Asian0.4670.4490.49
Black8.7048.0517.848
Hispanic5.647506.3516.882
Native Hawaiian0.0130.0140.014
White79.9495079.81810078.958100
Two or more races4.9535.0865.618
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 Indian0.2670.2310.19
Asian0.4670.4490.49
Black8.7048.0517.848
Hispanic5.6476.3516.882
Native Hawaiian0.0130.0140.014
White79.94979.81878.958100
Two or more races4.9535.0861005.618
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students51.9951.2949.39
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students50.7251.2652.98
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 Students76.5574.2274.23
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

2016-2017 Grades K-7 Student Teacher Ratio: 0 : 1

student ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 0 : 1

student ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%4%
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%3%
High Poverty100%--
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
2014-201547%50%1%2%
2015-201648%48%1%3%
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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