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General school information

Division: Frederick County Public Schools
Address: 1415 Amherst St Winchester, VA 22601
Superintendent: Dr. David T. Sovine
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools18
Fully Accredited13
To Be Determined3
Partially Accredited: Approaching Benchmark-Pass Rate1
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 StudentsDivision8790
 Virginia8586
FemaleDivision8992
 Virginia8989
MaleDivision8688
 Virginia8283
American IndianDivision100
 Virginia8484
AsianDivision88100
 Virginia9092
BlackDivision8288
 Virginia7979
HispanicDivision7388
 Virginia7676
WhiteDivision8990
 Virginia8990
Two or more racesDivision9585
 Virginia8889
Students with DisabilitiesDivision5751
 Virginia5353
Economically DisadvantagedDivision7979
 Virginia7575
English LearnersDivision5985
 Virginia6767
Gap Group 2Division8288
 Virginia7979
Gap Group 3Division7388
 Virginia7676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137562251577622315766124
Female157863221680642017796321
Male117260281374612613736027
American Indian23775423106050408463854
Asian198869122189681120907010
Black968593296657348645536
Hispanic865573586657347645736
Native Hawaiian<100<0<<<<<100<0
White147763231680642017796221
Two or more races137057301572582815786322
Students with Disabilities932226893829628393161
Economically Disadvantaged760534086456368625438
English Learners344415634643544494551
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147056301269573114675333
Female177659241070603016725628
Male116554351368553212625038
American Indian<<<<<<<<<<<<
Asian2087671313806720694896
Black13604840739326115604540
Hispanic558524255449464524848
White167357271374612618715329
Two or more races6605440166448369776823
Students with Disabilities531266993022709403160
Economically Disadvantaged657524375649447534647
English Learners449455124341572434257
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167155291673572718725428
Female197354272077572319725328
Male147057301269573117715529
American Indian<100<0<<<<<<<<
Asian10807020209373718887112
Black9514249965563511473753
Hispanic761533965852427605340
White187557251876582420755525
Two or more races247147291363503727754825
Students with Disabilities12352365735286511382662
Economically Disadvantaged8595041960514011604940
English Learners151504945147496524648
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217352272479552118786022
Female237551252882541821816019
Male197152292076562415756025
American Indian<<<<<100<0<<<<
Asian1792758-75752537895311
Black18715329156651344686432
Hispanic14634937156953318665734
White237552252682561821816019
Two or more races186446362675492510796921
Students with Disabilities10312169124129595454055
Economically Disadvantaged125745431366533411665434
English Learners545415545450463534947
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137158291875572520765624
Female157762232077572322785622
Male106555351673572717745626
American Indian<<<<<100<0
Asian2193717361006408837517
Black87063302162413812604840
Hispanic8615339959514111675633
White137259282079592122795721
Two or more races106556351779632119745626
Students with Disabilities828207293526659352665
Economically Disadvantaged6565044106051409605240
English Learners722157843430665585342
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137764231578632214796521
Female158267181784671616836717
Male117261281372592811766424
Asian38854615429250831855415
Black874662676861326706430
Hispanic8675933970613010716129
Native Hawaiian<100<0<100<0
White147865221680642015826718
Two or more races147864221476622412726028
Students with Disabilities9281872113726636383162
Economically Disadvantaged762553876760338645636
English Learners426227433229685534847
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97465261073632715725828
Female107767231277652316796321
Male8716329870623013655235
Asian17927581775582538100620
Black865563577366275635937
Hispanic967583366660346595341
White97667241175642516755825
Two or more races13665334573682815776323
Students with Disabilities13301770825177510292071
Economically Disadvantaged558534245955419605040
English Learners6352965-1818824302670
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students78881127918496888212
Female8918398928586908410
Male58680147918495858015
American Indian<100<0<<<<<100<0
Asian1288761218100820-91919
Black4837917-8282186756925
Hispanic37975214928882797721
White79082108928486898311
Two or more races7968947878013697923
Students with Disabilities742355866659346524748
Economically Disadvantaged278762248480163777423
English Learners-565644-7474263444256
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 Students177658242179582123785522
Female228159192685591527855715
Male137058301774572619725328
American Indian<100<0<<<<<<<<
Asian299364738975932992638
Black76255381373602718725528
Hispanic76760331271592912685632
White197758232380572025805520
Two or more races197859221790731025815719
Students with Disabilities930217083729637342666
Economically Disadvantaged65953411067573311645336
English Learners451474925048504383462
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146955312170493023724928
Female187658242778512227825518
Male96253381563473719624338
Asian3610064036915593892548
Black45248482162413812635137
Hispanic76255381162513810594941
White157156292371482926754925
Two or more races186647341887691321735227
Students with Disabilities1026167482516757271973
Economically Disadvantaged75246481056464411594841
English Learners652454852924714282472
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218262182288661223836017
Female26876013249167927876013
Male167863221985661519806120
Asian24886512391006101891739
Black10716129781741921795721
Hispanic77164291382691813776423
White238461162489651124846016
Two or more races199677416947863094646
Students with Disabilities935256585143497423458
Economically Disadvantaged6676233980712011695831
English Learners3514949-6868323504750
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 Students127664241478632215776123
Female127967211480652015786422
Male127461261576612416755925
American Indian77367279736427-575743
Asian189173931916093292608
Black765583586759339625338
Hispanic871622997162299665734
Native Hawaiian<<<<<<<<<<<<
White137865221679642117796321
Two or more races117463261478632212776423
Students with Disabilities733266784133598403260
Economically Disadvantaged763563786657348635537
English Learners659534175850426575043
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156955311573582717715429
Female146955311272602816705430
Male156954311874552617715429
American Indian<<<<<<<<<<<<
Asian1894766479347728896111
Black558534354944515585343
Hispanic1162513856257389564744
White167155291876592420765624
Two or more races65852421772552816695331
Students with Disabilities53126691037276312422958
Economically Disadvantaged857494385850428585042
English Learners1056464445248487524548
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238057202784571625785322
Female238157192786591421765524
Male227956212782551828805120
American Indian<<<<<100<0<<<<
Asian18917394488441359882912
Black95749431677602311554545
Hispanic157157291773572712695631
White258257183087571328815319
Two or more races268357172278562225825718
Students with Disabilities9392961949395112443256
Economically Disadvantaged166953311874562615665134
English Learners116756331365523511655535
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197051302579542126805320
Female177053302780532025825718
Male206949312378552227785122
American Indian<100<0<100<0<100<0
Asian258358173310067042100580
Black245935411170603017664934
Hispanic126653341869513118705230
White207151292782541829825418
Two or more races145743432575512517735627
Students with Disabilities8271973114029606443856
Economically Disadvantaged95445461567513315685332
English Learners35753431362483811615139
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students571662967569255736827
Female476722467770235747026
Male667613367367275726728
American Indian<<<<<100<0
Asian<<<<1792758<100<0
Black-656535146955319645636
Hispanic676712457470266645836
White671652967568255757125
Two or more races-626238-8282183787523
Students with Disabilities730237074638548463854
Economically Disadvantaged263613746662344605640
English Learners255524566963314615739
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116554351163523714685432
Female116958311064543616725628
Male116150391262503812645336
Asian18826418508030208837517
Black6534747350485013422958
Hispanic660544056257387534647
Native Hawaiian<<<<<<<<
White116654341264523615725728
Two or more races14715729761543916745826
Students with Disabilities920118092818727261974
Economically Disadvantaged849415164842526504450
English Learners-27277363933614393561
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students677712367368275736827
Female679732177872225797421
Male675692556964316676233
American Indian<100<0<<<<
Asian<100<0<<<<<100<0
Black764583686859325585342
Hispanic670643046763336767024
White679732157570255736827
Two or more races3726928136956313726928
Students with Disabilities1332196883223688322468
Economically Disadvantaged366633446258384635937
English Learners6635638-3232682605840
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students384811678275188807320
Female289871188880129837417
Male479752157671246787222
American Indian<100<0<100<0<100<0
Asian-929288928383194636
Black280782057165292777423
Hispanic180782017776234726828
White384811678375178827418
Two or more races894866128877122777523
Students with Disabilities-43435714241581424258
Economically Disadvantaged172712837471263706730
English Learners-656535-5454462626038
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88173191180692013776423
Female98475161081711913796621
Male77770231179672114756125
Asian31926282110079033835017
Black-626238-676733-585843
Hispanic473692777770238706330
White98374171280682015796521
Two or more races1080702059589512736127
Students with Disabilities-3333674413759-333367
Economically Disadvantaged369663137067306605440
English Learners3524848-6363373484552
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students229270823916892291699
Female229472625926782092728
Male2291699219170924906610
American Indian<100<0
Asian40100600331006703892548
Black117968211387731315816719
Hispanic138673142485611517836717
White249470623926982393707
Two or more races1394816148975111196854
Students with Disabilities6787222487831320806020
Economically Disadvantaged148167191583681714867214
English Learners1792758<<<<6726728
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 Students98171191283711712837117
Female78073201183721711847316
Male118270181383701714836917
American Indian<100<0<<<<<<<<
Asian198868121788711226906410
Black567623346965316726629
Hispanic569633167670245757025
White108373171385721514857215
Two or more races78376171082721810817219
Students with Disabilities446425454540554464254
Economically Disadvantaged466623467266286726628
English Learners243425715150492555345
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146754331975562518765824
Female106454362076572417765924
Male177053301974552619775823
American Indian<100<0<100<0<<<<
Asian33835017259267837895311
Black962533845349476605340
Hispanic648425286759337645736
White167156292378562221805920
Two or more races-686832217555258696031
Students with Disabilities731246994031604413859
Economically Disadvantaged64944511062523810625238
English Learners429267135349473534947
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students67468261282701814826718
Female47369271180702012837117
Male87668241383701716806420
American Indian<100<0<100<0<100<0
Asian18917392171502925100750
Black24643541578632210635338
Hispanic-58584247672244736927
White77871221483701716846816
Two or more races5706530883751815816719
Students with Disabilities739326154034609443556
Economically Disadvantaged258564247268288716329
English Learners-333367-303070-515149
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10877713983741711857315
Female8888012884761610867614
Male118675141183721713837117
Asian3192628-919192993647
Black6716529-6464366797321
Hispanic785781577871224767124
White108878121185751512867414
Two or more races1593787109484610807020
Students with Disabilities154534624341573464354
Economically Disadvantaged375722557368274736927
English Learners-707030-535347-505050
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13958251089791111907910
Female119483688880129887812
Male1596814129078101393807
American Indian<100<0
Asian892838<100<01792758
Black8968846777123-737327
Hispanic79386768680148857715
White1495815109080101291809
Two or more races610094057570251292808
Students with Disabilities-93937-757525-868614
Economically Disadvantaged59389737875226847816
English Learners<<<<<<<<-636338
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students686801488779136868014
Female586821478679145868114
Male785781598880126867914
American Indian<100<0<100<0
Asian<<<<99182915776223
Black2706930-7878223858315
Hispanic880722048177192807820
White688821298979116878113
Two or more races8968843868414392898
Students with Disabilities15453463514849-505050
Economically Disadvantaged476722438077202797721
English Learners-555545-595941-626238
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 Students288759132787601326876113
Female248662142387631322876413
Male318857123088581229885912
American Indian<100<0<100<0<<<<
Asian409859249974834795475
Black147864221679632117806320
Hispanic218463162283611721836217
Native Hawaiian<100<0<100<0<100<0
White298859122888601227886112
Two or more races329058102790641024896411
Students with Disabilities955464595748438564844
Economically Disadvantaged167661241778612215786322
English Learners9716329967583311716029
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208969111990711015897411
Female168972111389761111877713
Male2490661025916691991729
American Indian<100<0<<<<
Asian1493797381006302791649
Black679732167772237797221
Hispanic138673141587711313847116
Native Hawaiian<100<0
White21906910209171915907510
Two or more races40100600209070102697713
Students with Disabilities444405676559351636237
Economically Disadvantaged1182711878073208827418
English Learners976672446561353686532
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2592678249066102191719
Female2192718209070101691759
Male289264828916392591669
American Indian<100<0<100<0
Asian30100700501005003894566
Black11887712138773131593787
Hispanic238966111889711118876913
White2592678259065102191709
Two or more races39100610199071101798802
Students with Disabilities6655935106050404625838
Economically Disadvantaged168266181483691711867514
English Learners776682477366272807720
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218564152484601627845716
Female168368171982631821836217
Male258660142986571432855315
Asian33100670641003604093537
Black87163291170603019755625
Hispanic248258182683571724805620
Native Hawaiian<100<0
White218565152484601628855715
Two or more races238865123110069022836117
Students with Disabilities7524648751444911503950
Economically Disadvantaged127261281974552615715629
English Learners86456361074652610564644
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348652143188581233875413
Female348350172989591132885612
Male358954113288561235875213
Asian73100270469246869100310
Black126856322985561526714529
Hispanic157762232182611822826118
White378851123389561135895411
Two or more races32875513239572532855315
Students with Disabilities645395555045504474353
Economically Disadvantaged167559251682651818796121
English Learners4524848-4848524716729
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students388345173884461634855115
Female338048203684481632845216
Male438542153984451636855015
American Indian<100<0<100<0<<<<
Asian5810042055913695895375
Black398242182679522116816519
Hispanic278355172675492526795321
White408343174086461437864914
Two or more races297950213783461723815819
Students with Disabilities94940511250385015533847
Economically Disadvantaged207151292473492721745226
English Learners107565251366533423755225
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: 92.89 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-kindergarten717872
Kindergarten948886915
Grade 1954970921
Grade 21,029977991
Grade 39901,0431,003
Grade 41,0169991,079
Grade 51,0151,0291,024
Grade 61,0201,0161,040
Grade 79801,0331,034
Grade 81,0549911,045
Grade 91,1481,1241,072
Grade 101,0161,1101,070
Grade 119479871,057
Grade 129939601,015
Total Students13,18113,20313,338
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 Students131811320313338
Female642163956513
Male676068086825
American Indian272531
Asian180193206
Black581580578
Hispanic177519232107
Native Hawaiian565
White1009599229820
Two or more races518554591
Students with Disabilities154416481696
Not Students with Disabilities116371155511642
Economically Disadvantaged442347924032
Not Economically Disadvantaged875884119306
English Learners7857651019
Not English Learners123961243812319
Migrant4101
Homeless897169
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 StudentsDivision5373593462930
State4917234247347693750052232
FemaleDivision2951581331211
State268261510012453531829806
MaleDivision2422012131719
State2234619147223158431761426
American IndianDivision<<<<0<
State110112125285
AsianDivision1031000
State44281223901613062
BlackDivision20273011
State78991054114312301412964
HispanicDivision47506164
State44244511381851536311
Native HawaiianDivision<<<<0<
State71410193
WhiteDivision4402692352224
State300171650814345631731798
Two or more racesDivision18100001
State222313111283715989
Students with DisabilitiesDivision105434155
State946530734751091062120
Economically DisadvantagedDivision89131141916
State921814810194032821221221
English LearnersDivision292012
State448206829417117888
HomelessDivision282012
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 Students99593093.593794.2292.9
Female49246694.747095.5122.4
Male50346492.246792.8173.4
American Indian0<100<10000
Asian14141001410000
Black525096.25096.211.9
Hispanic11410390.410592.165.3
Native Hawaiian0<100<10000
White78373293.573794.1222.8
Two or more races292896.62896.600
Students with Disabilities1099889.910091.754.6
Economically Disadvantaged2602349023690.893.5
English Learners161381.31487.516.3
Homeless151280128016.7
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 Taken185 / 4.51%266 / 6.36% -
Advanced Placement Course Enrollment790 / 19.25%846 / 20.23% -
Dual Enrollment620 / 15.11%470 / 11.24%646 / 15.33%
Governor’s School Enrollment39 / .95%35 / .84% -
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 StudentsDivision89160232
State800255758028
FemaleDivision46034924
State404623112723
MaleDivision43125341
State395632645333
AsianDivision0<100
State5267459213
BlackDivision433030
State171671128234
HispanicDivision845732
State8077522135
WhiteDivision74049533
State457593374926
Two or more racesDivision171324
State3387249826
Students with DisabilitiesDivision511963
State5663303146
Economically DisadvantagedDivision20810550
State224061294742
English LearnersDivision201145
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
CTE CompletersDivision514464525
 State392914240439528
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students20835723966.9%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students18532921264.4%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students25745229064.2%
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
66.265.968

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
2012-20134,876.005,017.00579.00
2013-20144,847.005,105.00531.00
2014-20155,245.005,220.00543.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students121388653834161208493536641712099941374416120211057418535
Female5840439191223585048018421359014351842135840515218266
Male6298426192193623445518220461985061902036181542200269
American Indian25213215011832424204
Asian17642118271119311511922050
Black557422426551402118547471520544471634
Hispanic15711135156168412456531854127505619981555989
Native Hawaiian0000000000000000
White9344676289317915872427132289627042843118699788315385
Two or more races459281612483351722518491824556452323
Students with Disabilities1372132739014151547210414481857394153217479133
Economically Disadvantaged4068476237256403248022325543915032182784130498210263
English Learners7615019167934618158124717171060751534
Homeless14937344413428182589301835105311647
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 Students95.0495.1794.78
Female94.9495.1994.71
Male95.1495.1594.84
American Indian93.3592.6694.3
Asian97.196.7595.99
Black95.2495.3495
Hispanic95.3395.4795.15
Native Hawaiian95.1194.7895.52
White94.9495.0894.64
Two or more races95.1495.0695.04
Students with Disabilities93.5193.6693.44
Economically Disadvantaged93.8294.0493.89
English Learners95.9295.9395.8
Migrant92.9295.1980.43
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 Offenses125
Technology Offenses20
Offenses Against Student79
Offenses Against Staff19
Weapons Offenses13
Property Offenses<
All Other Offenses34
Other Offenses Against Persons203
Disorderly or Disruptive Behavior Offenses408
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2660.840.2051.110.1890.66
Asian1.3311.3660.321.4620.49
Black4.6337.084.4088.394.3937.72
Hispanic12.54.2213.4667.7514.5657.72
Native Hawaiian0.0460.170.0380.0450.16
White77.70883.1476.58877.8575.1576.85
Two or more races3.5154.553.934.594.1966.4
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2660.2050.189
Asian1.3311.3661.462
Black4.6334.40812.54.393
Hispanic12.513.46618.7514.5658.33
Native Hawaiian0.0460.0380.045
White77.70888.2476.58862.575.1583.33
Two or more races3.51511.763.936.254.1968.33
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2660.2050.189
Asian1.3311.3661.462
Black4.6334.4084.393
Hispanic12.513.46614.565
Native Hawaiian0.0460.0380.045
White77.70876.58875.15
Two or more races3.5153.934.196
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 Students33.9133.1732.63
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 Students27.0327.3530.03
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students75.9574.6573.3
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.8 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.17 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%6%
Provisional Special Education1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201546%52%1%1%
2015-201647%50%1%2%
2016-201750%48%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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