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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 Accredited16

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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision828284
 Virginia848586
FemaleDivision878887
 Virginia888989
MaleDivision777680
 Virginia818283
American IndianDivision<100100
 Virginia788484
AsianDivision100100100
 Virginia909092
BlackDivision818278
 Virginia777979
HispanicDivision807093
 Virginia767676
WhiteDivision828284
 Virginia898990
Two or more racesDivision776578
 Virginia898889
Students with DisabilitiesDivision614757
 Virginia525353
Economically DisadvantagedDivision767572
 Virginia747575
English LearnersDivision<<<
 Virginia676767
Gap Group 2Division818278
 Virginia777979
Gap Group 3Division807093
 Virginia767676
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157964211783661714816719
Female178265181885671516867014
Male137662241681651913776523
American Indian20806020<<<<<<<<
Asian32895811259065102594696
Black76558351169593110695831
Hispanic106959311179682111776623
White178164191885661515846816
Two or more races974642687971217756825
Students with Disabilities846395484941518473953
Economically Disadvantaged9706130117665248746626
English Learners363613767368274615739
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187861222085641510806920
Female208059201988681211837217
Male15776223218261189766724
Black10645536166650344615739
Hispanic969593137370275757025
White198162192287651311827118
Two or more races16695331148268188736527
Students with Disabilities947385375952415524848
Economically Disadvantaged10706030158065206726728
English Learners-878713-8787135585342
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197656242484601618846616
Female238158192587611319886813
Male167155292281591918816319
Asian<100<0<<<<<100<0
Black196849321771542920735328
Hispanic106354371388751317796221
White217756232786591419866714
Two or more races8817319980712014766224
Students with Disabilities6474153115241488544646
Economically Disadvantaged117160291478652212806820
English Learners87163298928587867914
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238158192683571724856115
Female248561152888601227855815
Male217655242477542320846416
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black116150391774572610756525
Hispanic127765231868503220836317
White268559152985561526866014
Two or more races1270583077266289807120
Students with Disabilities1354414674639549544646
Economically Disadvantaged147157291676612414796521
English Learners-57574396859328675833
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197859221582671817786122
Female238562151883651720866614
Male167256281282701815715729
Asian<<<<<100<0<100<0
Black55550451167563319664734
Hispanic10594841488851214766224
White218261181784671618806220
Two or more races-53534768378177716429
Students with Disabilities1044345684436567352865
Economically Disadvantaged1266543487465268716329
English Learners-313169<<<<<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158065201884661616836717
Female198465162086661416877113
Male117665241782661817806320
Asian<100<0<100<0<100<0
Black77770231069593114746026
Hispanic25856015779722111796821
White158065202186661418866814
Two or more races10837318-6767338797121
Students with Disabilities4383362105141498433657
Economically Disadvantaged12746326127765239766724
English Learners<<<<-555545<<<<
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students971632987567257726628
Female871632987769238787022
Male972622887264286686232
Asian<100<0<100<0<100<0
Black246445445752438514449
Hispanic4605640258055203666234
White975652577669247756825
Two or more races961523910736328-606040
Students with Disabilities7383163231286912352265
Economically Disadvantaged460564086859324635937
English Learners<<<<<<<<<<<<
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68882128918297888112
Female6908410991829892838
Male787801389082105847816
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black28280182838117-787822
Hispanic-82821857671244797521
White78982119928388908210
Two or more races591869496914-808020
Students with Disabilities4555145116655344534947
Economically Disadvantaged282801838380182828118
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147764231172612812695731
Female168266181581671914766224
Male11726128862543810625238
American Indian25755025<100<0<100<0
Asian30906010<<<<<<<<
Black566603425957416474153
Hispanic67063308676033-505050
White157964211374612613725928
Two or more races1173622777266286655935
Students with Disabilities539336152621746262074
Economically Disadvantaged866583466356377554845
English Learners6595341-303070-212179
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106757331270583013675333
Female117261281679632117755825
Male9635437761543910595041
Asian<<<<<100<0<100<0
Black-373763447425310443356
Hispanic468643214766224-484852
White117160291272602815705530
Two or more races175235488706330-535347
Students with Disabilities8322468522177810251575
Economically Disadvantaged5534847664573610544446
English Learners<<<<<<<<<<<<
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128472161175642511716029
Female148874121484701612776623
Male10797021964553610655535
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<<<<
Black3787522-6969312494751
Hispanic67064303615839-525248
White148572151376632412746226
Two or more races4837817576712411746326
Students with Disabilities444405663125691272673
Economically Disadvantaged676702466255385575243
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962211880622017826518
Female178164191983641718866814
Male177760231677612316796221
American Indian14796421<<<<<<<<
Asian3892548391006104395525
Black8686032871632912685632
Hispanic148369171379662115836817
White188062201981621918846616
Two or more races117261281376632410746426
Students with Disabilities848405284537558494151
Economically Disadvantaged117362271274622611766524
English Learners97666241077672314786422
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187658241978592214816719
Female177659241981621911867514
Male197657242075552517765924
Black1064553697061307484152
Hispanic19846616167761238837518
White207959212179582116846816
Two or more races9554545147662244777323
Students with Disabilities1346335473931617423558
Economically Disadvantaged10675733167357279756725
English Learners2093737138169195686332
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278356172987581328875913
Female308657142987581331906010
Male258156192987581327855815
Asian<100<0<100<0<100<0
Black247955211578632325704530
Hispanic207859221388751338864814
White298455163288561229896011
Two or more races118574152482591817877013
Students with Disabilities115746431256444411564444
Economically Disadvantaged187859221981621921846316
English Learners16806420239269843864314
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students307849222885571528835517
Female268255183487531328825418
Male337542252282601829845516
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black156955311474602620735328
Hispanic168468162676502418856815
White338147193087571331855415
Two or more races215836421476622418654735
Students with Disabilities14402660856484410534347
Economically Disadvantaged187153291881631915776123
English Learners-777723147359271592778
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198465161685691514847016
Female208666141687721317887113
Male188264181783661711816919
Asian<100<0<100<0<100<0
Black13766324975662513816919
Hispanic7867914488851211897811
White218564151887691315857015
Two or more races6696331167659244716829
Students with Disabilities854464694435567484152
Economically Disadvantaged1178672297971217817419
English Learners-696931<100<0<<<<
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197454261772552816745726
Female227755232176562418775923
Male177053301468543214705630
Asian<100<0<100<0<100<0
Black95344471363503712645236
Hispanic25856015768613214715729
White207555251973542717765924
Two or more races13685533663563819684932
Students with Disabilities6251975103424668302270
Economically Disadvantaged126553351160494010615139
English Learners<<<<-505050<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13847116781741911847316
Female14887512684771612907810
Male13806720777702310786922
Asian<100<0<100<0
Black2797721-7171298867814
Hispanic138370171310087014897511
White15857015781741911837217
Two or more races982731837976217716429
Students with Disabilities8483952235336512615039
Economically Disadvantaged10827218576712410796921
English Learners<<<<<100<0<<<<
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students47672241781651912847216
Female58176192187661313907610
Male37168291376632410796821
American Indian<100<0<100<0
Asian<100<0<100<0
Black1716929127362275817619
Hispanic5797421158571159837417
White47672241781641913857215
Two or more races496914108372173797621
Students with Disabilities1565544-4040602514949
Economically Disadvantaged3726928117463266787222
English Learners9736427<100<0<<<<
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8726528767603312816919
Female8706230972632813837117
Male7746726562563810786722
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black2535147-5555457453955
Hispanic-89891136158397817419
White8746626869613113847116
Two or more races-65653555853425868214
Students with Disabilities-5656443464454-454555
Economically Disadvantaged363603735654447736627
English Learners<<<<<<<<<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178769131782651821836317
Female168770131983641720876713
Male198767131481661922775523
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black6756925-83831714675233
Hispanic<<<<1783671716796321
White188769131882641821866514
Two or more races1994756<<<<<<<<
Students with Disabilities18644536<<<<-717129
Economically Disadvantaged138672141279672115796521
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138572151386731414857215
Female118574151186751412867514
Male158671141585711516846816
American Indian8100920<<<<<100<0
Asian139380738945663693577
Black468643247469266716529
Hispanic378752237774239786822
White158873121487731315877213
Two or more races882741878375177817419
Students with Disabilities559534135654447565044
Economically Disadvantaged778712277972218776923
English Learners3726928-5757433524848
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177861222084641621816019
Female187860221885671521795921
Male167862222284611621836217
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black11645336147157295625638
Hispanic-676733374712614786422
White208262182286641423846116
Two or more races96455361779622115685332
Students with Disabilities947395325149498484052
Economically Disadvantaged86860321077672310716129
English Learners-696931-6868328696231
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128068201285731514857115
Female57570251085751512867414
Male198566151585701515846916
Asian<100<0<100<0<100<0
Black-464654473692710716129
Hispanic4656135-8989114757125
White148370171486731415877213
Two or more races987781357671246756925
Students with Disabilities6565144547435311655435
Economically Disadvantaged972632887870229786922
English Learners<<<<<<<<<<<<
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68276181085751510857515
Female886771488577158888012
Male57974211184731613826918
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<100<0
Black262603827068306716529
Hispanic-9292836360374736927
White88476161188771211867514
Two or more races-858515-878713496934
Students with Disabilities-454555-5353474514749
Economically Disadvantaged272702837775236767024
English Learners<<<<<<<<<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1595805128675141795785
Female139583598677141195845
Male1994756158772132594696
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black39188947874225868114
Hispanic99182989285811897811
White1795785128774131896784
Two or more races1410086010908010<<<<
Students with Disabilities<<<<8837517<<<<
Economically Disadvantaged994866128574151091819
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students990811098879129857715
Female789821178780137857815
Male12917991188771211867514
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black-868614-7575252757325
Hispanic-676733483781714816719
White11928181189791110877713
Two or more races58984114928883848116
Students with Disabilities272702816765332565344
Economically Disadvantaged784781668377177787122
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

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students349056102890621025896311
Female309059102690631022876513
Male399051103190601029906110
American Indian33100670<<<<<100<0
Asian5995365659429653100470
Black198161191184721613786523
Hispanic278760132887591319856515
White3791549309161927906310
Two or more races238664142385631515836917
Students with Disabilities146854321168573213675433
Economically Disadvantaged258560152085651517826618
English Learners267953212575502511675633
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178871122090691016897211
Female138673141988701213887512
Male20896911229169920906910
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<100<0
Black275732588071207746726
Hispanic13736027188264184888412
White19897111229169918907210
Two or more races1495815149177916897411
Students with Disabilities861533996657348766824
Economically Disadvantaged8807220138269189797121
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6093337
Female5594396
Male6493287
Asian<100<0
Black6492288
Hispanic52833117
White6194336
Two or more races31815019
Students with Disabilities24745026
Economically Disadvantaged47894211
English Learners38693131
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148975111588731217887012
Female138976111287751312877413
Male158873121788711223896611
American Indian<100<0<<<<
Asian<<<<<100<0<100<0
Black2807820681751913816819
Hispanic1394816138370171791749
White158974111689731118887112
Two or more races590861013927988837518
Students with Disabilities363603786961316625638
Economically Disadvantaged78174191082731811817019
English Learners<<<<<<<<<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2194736209272814867214
Female1591759169073107817319
Male289870226966942292708
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black38279189887912-636338
Hispanic91009101085751511847416
White2495715219372716887212
Two or more races18100820258358176817519
Students with Disabilities159277830100700-868614
Economically Disadvantaged1291799138572157766924
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37864914
Female31855415
Male45884312
Asian<100<0
Black20735227
Hispanic45854015
White40884912
Two or more races21775623
Students with Disabilities1514949
Economically Disadvantaged28815319
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students33885512369055103892548
Female2990611033915794093537
Male38874913389052103691559
American Indian<100<0
Asian<100<0<100<0<100<0
Black97870221189781114867314
Hispanic87769234090501017796221
White3790531038915394294526
Two or more races30916193083531820735327
Students with Disabilities963533845854429675833
Economically Disadvantaged238259182488631222886612
English Learners<<<<<<<<<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students53903710489143938895111
Female50903910499243838874913
Male5691359479042103991539
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black408544152482581821826118
Hispanic4296544439249838844716
White569135952924184191499
Two or more races367942212879522124856215
Students with Disabilities207151291369563115614539
Economically Disadvantaged408746133688521227845716
English Learners29100710389052101891739
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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 91.83 State: 91.04Division: 94.16 State: 91.28Division: >95 State: 90.38

Number of recently arrived English language learners exempted from state reading assessments

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten283285292
Kindergarten579573517
Grade 1552583583
Grade 2532572558
Grade 3529546555
Grade 4549541535
Grade 5539546542
Grade 6538543520
Grade 7612524547
Grade 8566621529
Grade 9605617644
Grade 10563559575
Grade 11467471491
Grade 12486500453
Post Graduate71012
Total Students7,4077,4917,353
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

2015 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
Subgroup2013-20142014-20152015-2016
All Students740774917353
Female367937253671
Male372837663682
American Indian212017
Asian383533
Black650652592
Hispanic386423467
White594359895869
Two or more races369371374
Students with Disabilities112011111117
Not Students with Disabilities628763806236
Economically Disadvantaged364832093124
Not Economically Disadvantaged375942824229
English Learners142136167
Not English Learners726573557186
Homeless6211
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 StudentsDivision2541961822715
State4917334246347093350192269
FemaleDivision151816184
State268261510112433531834822
MaleDivision1031151211911
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<<<
State44281224891612962
BlackDivision14243032
State79001054014302301415981
HispanicDivision1180030
State44244514381851538310
WhiteDivision2141541421913
State300171650514315601740817
Two or more racesDivision1191010
State222313111283616089
Students with DisabilitiesDivision63118080
State946531134691091067120
Economically DisadvantagedDivision6780711311
State921814811194032621251240
English LearnersDivision<<<<<<
State448207029417117888
HomelessDivision<<<<<<
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 Students51246891.447091.8275.3
Female25123894.823995.283.2
Male26123088.123188.5197.3
American Indian0<100<10000
Asian0<<<<<<
Black464189.14189.136.5
Hispanic221986.41986.4313.6
White41638291.838492.3194.6
Two or more races222195.52195.514.5
Students with Disabilities645585.95585.9812.5
Economically Disadvantaged1791548615586.6137.3
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken207 / 9.76% -154 / 7.12%
Advanced Placement Course Enrollment207 / 9.76% -154 / 7.12%
Dual Enrollment865 / 40.78%764 / 35.58%551 / 25.47%
Governor’s School Enrollment27 / 1.27%29 / 1.35%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

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
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 StudentsDivision45730533
State807645806228
FemaleDivision23417724
State410163155223
MaleDivision22312843
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision513335
State175771162334
HispanicDivision141121
State7574489435
WhiteDivision37224634
State467663441226
Two or more racesDivision13<100
State3210234527
Students with DisabilitiesDivision391464
State5865307548
Economically DisadvantagedDivision1609143
State228881345141
English LearnersDivision0<100
State5050327035
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
2013-20142014-20152015-2016
NOCTI AssessmentsDivision155127129
 State502439714139
State LicensuresDivision-2715
 State90516731790
Industry CertificationDivision774859867
 State6932189541100544
Workplace ReadinessDivision333572203
 State283493366530775
Total Credentials EarnedDivision126215851214
 State103599128850137248
Students Earning One or More CredentialsDivision9291163881
 State86257104867109089
CTE CompletersDivision368371357
 State419243929142404
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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
6566.366.9

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
 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
2012-20134,275.005,059.001,007.00
2013-20144,316.005,104.00967.00
2014-20154,330.005,330.001,009.00

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
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
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 Students6838434157186694636012113862617733292766006777312337
Female343621267743465182585331393671501253008375147180
Male3402222901123481178638531224061791512998402165157
American Indian17103173101252112112
Asian36300370003310030210
Black5682415236162197551732825509602531
Hispanic3252210637616610354461719377472023
Native Hawaiian000000000000
White553635512214355552999811349956042632134789616241262
Two or more races3552910113452178316441917288512419
Students with Disabilities977974146100681302786115171528451596775
Economically Disadvantaged32013121111103329256829528284922071632603516228228
English Learners122700150312128124315414710
Homeless0000961350266398
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
Subgroup2013-20142014-20152015-2016
All Students95.7595.3793.67
Female95.8295.493.68
Male95.6995.3493.66
American Indian94.2193.9392.71
Asian98.0397.8896.77
Black96.3796.1894.12
Hispanic96.295.6893.83
Native Hawaiian86.2491.79
White95.6795.2693.66
Two or more races95.3695.2692.76
Students with Disabilities94.7694.492.21
Economically Disadvantaged94.9194.6692.31
English Learners96.996.5593.94
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 Offenses105
Technology Offenses18
Offenses Against Student68
Offenses Against Staff10
Weapons Offenses17
Property Offenses26
All Other Offenses70
Other Offenses Against Persons139
Disorderly or Disruptive Behavior Offenses264
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 Indian.284.267.18.231
Asian.513.467.449.2
Black8.77513.518.70413.848.05112.72
Hispanic5.2112.95.6473.856.3512.78
Native Hawaiian.013.014
White80.23577.6179.94975.6679.81875.94
Two or more races4.9825.984.9536.485.0868.35
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 Indian.284.267.231
Asian.513.467.449
Black8.775258.7048.051
Hispanic5.211255.647506.351
Native Hawaiian.013.014
White80.2355079.9495079.818100
Two or more races4.9824.9535.086
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 Indian.284.267.231
Asian.513.467.449
Black8.7758.7048.051
Hispanic5.2115.6476.351
Native Hawaiian.013.014
White80.23510079.94979.818
Two or more races4.9824.9535.086100
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students50.1351.9951.29
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced 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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students51.7950.7251.26
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced 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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students76.5476.5574.22
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

Teacher Quality

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Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 12.38 : 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

2014-2015 Grades 8-12 Student Teacher Ratio: 12.59 : 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
 2014-20152015-2016
Provisional5%4%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools1%3%6%
High Poverty--6%
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%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: 2015-2016

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
2013-201448%49%1%2%
2014-201549%48%1%2%
2015-201650%47%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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