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General school information

Division: Fredericksburg City Public Schools
Address: 210 Ferdinand Street Fredericksburg, VA 22401
Superintendent: Dr. David G. Melton
Region: 3
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 Schools4
Fully Accredited4

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 StudentsDivision8077
 Virginia8586
FemaleDivision8783
 Virginia8989
MaleDivision7371
 Virginia8283
AsianDivision<<
 Virginia9092
BlackDivision7070
 Virginia7979
HispanicDivision7665
 Virginia7676
WhiteDivision8991
 Virginia8990
Two or more racesDivision85<
 Virginia8889
Students with DisabilitiesDivision6952
 Virginia5353
Economically DisadvantagedDivision6964
 Virginia7575
English LearnersDivision7254
 Virginia6767
Gap Group 2Division7070
 Virginia7979
Gap Group 3Division7665
 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 Students157662241473592715745926
Female168164191674592615766124
Male137259281271592915725728
American Indian<<<<<100<0<100<0
Asian238563152382581826835817
Black564583656155397645736
Hispanic137764231269583111685732
Native Hawaiian<100<0<100<0<100<0
White258863122486621426886212
Two or more races13796621139077108756725
Students with Disabilities11402960929207112402860
Economically Disadvantaged766593476255388635537
English Learners106959311360474010655535
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147257281563483712645236
Female177760231759434113645136
Male126755331366533411635237
Asian<100<0319262813675333
Black353514785447465605440
Hispanic116655341152414810544446
Native Hawaiian<100<0<100<0
White298859122875472523755225
Two or more races16846816-919199685932
Students with Disabilities639336182820728332567
Economically Disadvantaged666603485245488494251
English Learners8665834236744338554745
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257752231471572919705130
Female277851221579642121714929
Male247652241363503717695231
Asian<100<02583581746773123
Black14645036656514412635137
Hispanic20785822761553912645236
White408747132590651035855015
Two or more races18826418<100<0-696931
Students with Disabilities145743431040306017432757
Economically Disadvantaged15675233664583610605040
English Learners19775823857494318715329
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187153292575502519775823
Female187759232874472618786022
Male196647342375522520765624
Asian<<<<<100<050904010
Black35149491164543610695931
Hispanic228361172267453314715729
White348954113986461432895811
Two or more races16634737<100<08756725
Students with Disabilities72619741429147115503550
Economically Disadvantaged106252381263513712685632
English Learners177962211263513711665434
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157863221470563021755325
Female178365171072612822775423
Male137461261867503320735327
Asian<<<<<<<<<100<0
Black8645736553484711625138
Hispanic138168192177562318644636
White25906510228764133391589
Two or more races17836717<<<<17836717
Students with Disabilities5403560821137914432957
Economically Disadvantaged86356371159474111635237
English Learners116353372060404012655335
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147763231483691710766624
Female22836017208768137756825
Male6716529979702113776423
Asian29795021<<<<<<<<
Black568633257468264615739
Hispanic88071201181691912756325
White2585601525936871794776
Two or more races<<<<<<<<8776923
Students with Disabilities726197483123698382963
Economically Disadvantaged470663097263287655835
English Learners-585842146752335686332
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127462261072632815796421
Female138067201575602515877213
Male10675733470663014705630
Asian2080602018735527<<<<
Black559544135753439675933
Hispanic979712147369275797421
White218463161787701326886212
Two or more races-838317<100<0<<<<
Students with Disabilities2550255091898210504050
Economically Disadvantaged460554035956416666034
English Learners-636337-4444565676233
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students583781747975217817319
Female485811547874227857815
Male780732048076208766824
Asian<<<<<<<<<100<0
Black276732417069301686732
Hispanic-67673328380176837717
White99586599081101693777
Two or more races892838<100<0<<<<
Students with Disabilities1350385053833626251975
Economically Disadvantaged270683027371271737227
English Learners6676133-535347-727228
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 Students207555251568543211685632
Female248360172174532614756125
Male1666503496354378595141
Asian3571352929795021<<<<
Black664593645652445474253
Hispanic11716129106453368655735
Native Hawaiian<<<<<100<0<<<<
White388951112884561619876713
Two or more races1383701730805020<<<<
Students with Disabilities1635196542420765241976
Economically Disadvantaged760544065851426484252
English Learners6524548342395811443356
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176952311665493512685632
Female258054202474502615756025
Male959504185748439615239
Asian<<<<<100<0<100<0
Black751444945247486484252
Hispanic1077682395950419635437
Native Hawaiian<<<<<100<0<<<<
White288557152979502120876713
Two or more races9736427<<<<<<<<
Students with Disabilities15311569-99918231577
Economically Disadvantaged952444865347477494251
English Learners13534047-44445612473553
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23805820147258287635637
Female22866414177456268776923
Male23735027107060307504350
Asian<<<<<<<<<<<<
Black57369273605640-434357
Hispanic1264523613705830<100<0
White47924682791649<<<<
Two or more races1792758<<<<<100<0
Students with Disabilities184124599393061<<<<
Economically Disadvantaged56762337645736-404060
English Learners-5050507403360<<<<
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 Students137562251474602610675733
Female147864221476622410695931
Male127260281472592810655535
American Indian<<<<<<<<<<<<
Asian21866614309262826866014
Black565603546358374565244
Hispanic10766624117261287635737
Native Hawaiian<100<0<100<0<100<0
White248561152586611419806120
Two or more races10756525157460268736627
Students with Disabilities1037276362620748241676
Economically Disadvantaged667603376457364555245
English Learners8696131116756336625538
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14725828136451369655735
Female17755825135845429595041
Male12695831137057308716229
Asian<<<<77367277736727
Black563583765145495615539
Hispanic8635438105748437615439
Native Hawaiian<100<0<100<0
White288759132784571616675133
Two or more races1070603018826418-828218
Students with Disabilities11423258484929221378
Economically Disadvantaged766593495446463585642
English Learners8534548106655343605740
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278054201877592315725728
Female268054201680652012715929
Male278053202073532717725528
Asian<100<0319262829795021
Black1167563326462369615139
Hispanic2878502257368276666034
White4092528408949112791649
Two or more races1891739<<<<15695431
Students with Disabilities11413059-26267410211079
Economically Disadvantaged1572572866963317605340
English Learners24765224869623114705630
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156753333273412720725228
Female157257283172412821745326
Male156349373373402719715129
Asian<<<<<100<040804020
Black5494451155641449615239
Hispanic10766624327139299706030
White298354174687401341844416
Two or more races11635337<<<<8837517
Students with Disabilities4231977152058012352365
Economically Disadvantaged6585243176144395555145
English Learners3666234226341379635437
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students462583826562354484452
Female368653226765333444256
Male456524436360385514649
Asian<<<<<100<0<100<0
Black248465215654442424158
Hispanic5736827-70703011423258
White973642777972213595641
Two or more races-909010<<<<<<<<
Students with Disabilities6393361825177521371663
Economically Disadvantaged251484935855422383662
English Learners-676733-6767334433957
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1074642636865329645436
Female1582671837674248675933
Male6686233359574111604940
Asian30906010<<<<<<<<
Black5716629-6060406484352
Hispanic472672857468264565244
White19796021576712414847016
Two or more races<<<<<<<<20604040
Students with Disabilities112111797292171917983
Economically Disadvantaged768613235855426524748
English Learners363603774740535615739
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1080692097768232676533
Female11867514118372173737027
Male973642777265281626138
Asian2510075020907010<100<0
Black67064303696631-575743
Hispanic786791498072206756925
White13847116168468163747126
Two or more races15776223<<<<<<<<
Students with Disabilities32375631014586<<<<
Economically Disadvantaged869613156964311595841
English Learners1090811036966315656035
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students681741988274184716729
Female7867914118574154777323
Male675702557873224656135
Asian9827318281007203693577
Black37875221737227-626238
Hispanic97970214747026-666634
White983741714917799837417
Two or more races<<<<<<<<<<<<
Students with Disabilities-505050-373763-191981
Economically Disadvantaged17372273716829-565644
English Learners-696931117161294585342
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117665241374612610706030
Female117665241478642211776623
Male107665241371582910635337
American Indian<100<0<100<0
Asian-676733<100<02193717
Black161603936764332545246
Hispanic3817819186850327716329
White27936672487631318806320
Two or more races<<<<<<<<<100<0
Students with Disabilities-454555-363664-141486
Economically Disadvantaged166663456560355625738
English Learners-73732714645036-656535
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197960212184631620674633
Female197455261882631821704930
Male198465162487631320634337
Asian<100<0<100<0<100<0
Black8706330107060304494551
Hispanic484801689688424623838
White358449163289581133814819
Two or more races10706030<100<0<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged7746826118070207564944
English Learners8776923<100<020705030
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 Students107767231374622613746226
Female107767231275632512756325
Male117766231373602713746026
American Indian<<<<<<<<<<<<
Asian247652241976572423805720
Black265633536258384585542
Hispanic975662597061309716229
Native Hawaiian<100<0<100<0<100<0
White2091719239066102291689
Two or more races58075202080602016846816
Students with Disabilities34239582363464-393961
Economically Disadvantaged564593656257385585442
English Learners256554434946513545146
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127260282570453014634837
Female107463262466423414624738
Male137158292674482615645036
Asian<<<<<100<036642736
Black-515149125543455454155
Hispanic11776623206444369615239
White26946863887491326835717
Two or more races-686832<<<<17755825
Students with Disabilities-1515855252075-444456
Economically Disadvantaged5605640135744436443856
English Learners661553975649443494651
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137562251374612615776223
Female107767231578632316806420
Male157357271171602914746026
Asian1080702023856215<<<<
Black558534236057409655635
Hispanic368653297060308716329
White268964112489651126906410
Two or more races8100920<100<0<100<0
Students with Disabilities156045405191481-505050
Economically Disadvantaged561573956459366605440
English Learners-484852-505050-505050
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10766724879712110776723
Female1072622868175198797121
Male107970211077672312746326
Asian<<<<757504336794321
Black46561352727128-595941
Hispanic977682327371275686332
White1789731118947661896784
Two or more races10100900<<<<<100<0
Students with Disabilities-555545-474753-393961
Economically Disadvantaged566613426866324575343
English Learners-585842-333367-464654
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10847516775682517826518
Female12837117875682513796721
Male7878013674682621846316
Asian<100<0<<<<<<<<
Black3807720-5353474686432
Hispanic-696931475712517836717
White1995765148975113195655
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged671652926362374716829
English Learners<<<<<<<<-838317
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98072201173632710756525
Female98072201075652512756325
Male9817219117160298746626
American Indian<100<0<<<<<100<0
Asian187355271569543122896711
Black-72722816160392585642
Hispanic17816419470663011766524
White15917692490661016897311
Two or more races8776923<<<<<<<<
Students with Disabilities-464654-434357-272773
Economically Disadvantaged465613515756434615839
English Learners-62623835047508585042
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 Students208060201881631918765824
Female188163191680642015766124
Male227957211981621921765524
American Indian<<<<<<<<<<<<
Asian428442163689531132885513
Black870623067064307635637
Hispanic147662241178672215745926
Native Hawaiian<100<0<100<0<100<0
White3491579339360730906010
Two or more races118675142388651315816719
Students with Disabilities640346034238585353065
Economically Disadvantaged969613187163298635537
English Learners11665534966573415675333
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157964211279682114776323
Female13806720773652711756425
Male177660241586701417796221
Asian20806020<100<0<<<<
Black572672846662341646336
Hispanic-646436883751712685632
White329159923926982993647
Two or more races-808020<100<0<<<<
Students with Disabilities-363664-404060-242476
Economically Disadvantaged464603656963313636037
English Learners-444456-6060405575243
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168569151681661916765924
Female138673141384711615776223
Male198364171979592118745626
American Indian<100<0<<<<<100<0
Asian<100<0276740334793477
Black372692857369273565344
Hispanic19816219982741812806820
White2696704319666427886112
Two or more races892838<<<<<100<0
Students with Disabilities-40406084638544292571
Economically Disadvantaged773662776962316635737
English Learners87264281365523510695931
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8655735580752013665434
Female657514347773236686132
Male9696031783761719654635
Asian<<<<<100<0<<<<
Black3504750-6969313494651
Hispanic3666234-71712914645036
White178366171090801021876613
Two or more races<<<<<<<<<<<<
Students with Disabilities15382362<<<<
Economically Disadvantaged3504750-6767336474153
English Learners-505050<<<<6443956
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17826418147762239756625
Female14836917167559258777023
Male208160191378652211736127
American Indian<<<<<100<0
Asian<<<<33100670<<<<
Black1656435-6161393625938
Hispanic1094846473692710695931
Native Hawaiian<100<0<100<0
White3492588339158918887013
Two or more races892858<100<0<100<0
Students with Disabilities-313169-181882-333367
Economically Disadvantaged466633426765332605840
English Learners68175194635937-484852
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268458162985571520796021
Female278558152985561514796521
Male248359172885571525795421
Asian54853115<<<<<100<0
Black15816619117868227706330
Hispanic127865222779522115745926
White4090501048954753694596
Two or more races<<<<<<<<17675033
Students with Disabilities-282872-383862-242476
Economically Disadvantaged9797021127462268716329
English Learners36360371153424710706030
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358247182982531832825018
Female338350172785581531804920
Male388143193279472133835117
Asian<100<0<100<060903010
Black207757231372592821725128
Hispanic287345271879622123836017
White569136946914595294426
Two or more races1891739<100<017755825
Students with Disabilities8382963-5050505413659
Economically Disadvantaged187456261876582420705030
English Learners257145291378652234875313
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: 83.39 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-kindergarten160176195
Kindergarten291274298
Grade 1310290270
Grade 2300303283
Grade 3245290296
Grade 4249236298
Grade 5219248230
Grade 6199222245
Grade 7266206229
Grade 8246251210
Grade 9286292291
Grade 10218269264
Grade 11269208262
Grade 12208267206
Post Graduate004
Total Students3,4663,5323,581
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 Students346635323581
Female170617321723
Male176018001858
American Indian101015
Asian143181176
Black128613921306
Hispanic700696777
Native Hawaiian744
White108411611106
Two or more races23688197
Students with Disabilities319336336
Not Students with Disabilities314731963245
Economically Disadvantaged174115971883
Not Economically Disadvantaged172519351698
English Learners526492584
Not English Learners294030402997
Homeless837799
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 StudentsDivision1618181247
State4917234247347693750052232
FemaleDivision1044030104
State268261510012453531829806
MaleDivision574151143
State2234619147223158431761426
AsianDivision730000
State44281223901613062
BlackDivision69407096
State78991054114312301412964
HispanicDivision9150060
State44244511381851536311
WhiteDivision72231191
State300171650814345631731798
Two or more racesDivision<<<<0<
State222313111283715989
Students with DisabilitiesDivision168050
State946530734751091062120
Economically DisadvantagedDivision44415194
State921814810194032821221221
English LearnersDivision160050
State448206829417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students28225088.725189248.5
Female16114791.314791.3106.2
Male12110385.1104861411.6
Asian10101001010000
Black13111688.511688.596.9
Hispanic3024802480620
White1079689.79790.798.4
Two or more races0<100<10000
Students with Disabilities2015751575525
Economically Disadvantaged1049086.59187.598.7
English Learners12758.3758.3541.7
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken2 / .2%82 / 7.92%6 / .59%
Advanced Placement Course Enrollment2 / .2%138 / 13.32%6 / .59%
Dual Enrollment2 / .2%11 / 1.06%4 / .39%
Governor’s School Enrollment - - -
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 StudentsDivision18412731
State800255758028
FemaleDivision947124
State404623112723
MaleDivision905638
State395632645333
AsianDivision0<100
State5267459213
BlackDivision674336
State171671128234
HispanicDivision221150
State8077522135
WhiteDivision866524
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision11<100
State5663303146
Economically DisadvantagedDivision633249
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
CTE CompletersDivision7212776
 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 Students9118613773.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10121215271.7%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students8117412571.8%
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
64.665.864.2

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
2012-20137,711.003,202.001,293.00
2013-20149,202.003,174.00886.00
2014-20157,995.003,755.001,194.00

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 Students327015852743317163619233371615558334018775110
Female1646701830163578294416416226261609953941
Male1624883444168285324816969929321731923669
American Indian1000082001110010111
Asian121010142511152620166332
Black1254691531122870213913146426231196812842
Hispanic608251113685309156872487755441731
Native Hawaiian0000000000000000
White1097442120105439172710605216241036412028
Two or more races1761941019517111011014341721766
Students with Disabilities27824452802257290281112293351524
Economically Disadvantaged18521103746174311031491711100383716461294973
English Learners4692051149415794821643611301120
Homeless7810310103195141151411712827918
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students96.0396.4995.8
Female96.0996.6195.88
Male95.9896.3795.74
American Indian94.5995.1592.3
Asian97.1596.7196.89
Black96.0396.6595.84
Hispanic96.2996.8195.73
Native Hawaiian94.5395.997.89
White95.9796.2295.77
Two or more races94.9495.1495.27
Students with Disabilities95.394.7993.54
Economically Disadvantaged95.8396.1695.18
English Learners96.7296.8996.05
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 Offenses42
Technology Offenses<
Offenses Against Student35
Offenses Against Staff<
Weapons Offenses10
Property Offenses17
All Other Offenses27
Other Offenses Against Persons212
Disorderly or Disruptive Behavior Offenses300
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 Indian0.2310.2890.283
Asian3.54.1260.445.1250.2
Black38.73372.1737.10370.6139.41168.54
Hispanic18.2249.9120.1968.3319.70612.22
Native Hawaiian0.1160.2020.113
White33.17915.5731.27516.6732.87116.03
Two or more races6.0172.366.8093.952.4923.01
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 Indian0.2310.2890.283
Asian3.54.1265.125
Black38.73337.10339.411
Hispanic18.22420.19619.706
Native Hawaiian0.1160.2020.113
White33.17931.27532.871
Two or more races6.0176.8092.492
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 Indian0.2310.2890.283
Asian3.54.1265.125
Black38.73310037.10339.411
Hispanic18.22420.19619.706
Native Hawaiian0.1160.2020.113
White33.17931.27532.871
Two or more races6.0176.8092.492
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 Students57.1957.0562.22
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced 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 Students46.948.5146.89
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 Students85.385.7185.04
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: 11.18 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 13.97 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional6%8%
Provisional Special Education2%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
 2014-20152015-20162016-2017
Division
All Schools---
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201540%57%2%1%
2015-201640%56%2%2%
2016-201741%56%2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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