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General school information

Division: Galax City Public Schools
Address: 223 Long St Galax, VA 24333
Superintendent: Mr. William H. Sturgill
Region: 7
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 Schools3
Fully Accredited3

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision868585
 Virginia848586
FemaleDivision868386
 Virginia888989
MaleDivision858784
 Virginia818283
American IndianDivision100
 Virginia788484
AsianDivision100100100
 Virginia909092
BlackDivision<<92
 Virginia777979
HispanicDivision797870
 Virginia767676
WhiteDivision888689
 Virginia898990
Two or more racesDivision100100
 Virginia898889
Students with DisabilitiesDivision<<<
 Virginia525353
Economically DisadvantagedDivision817480
 Virginia747575
English LearnersDivision818667
 Virginia676767
Gap Group 2Division<<92
 Virginia777979
Gap Group 3Division797870
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127159291479652114776223
Female127260281680642016796321
Male137058301278652213746226
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black267653347269282646336
Hispanic6524748870623010655535
White167963211883651719846516
Two or more races-71712968175195817619
Students with Disabilities7342666942335810372763
Economically Disadvantaged761553977264288686032
English Learners643375766155399574743
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237552251771532917755825
Female256843321975562517786122
Male218160191666503417725428
Black<<<<<<<<<<<<
Hispanic125442462168463217725528
White339057101876572421775723
Two or more races<<<<<100<0
Students with Disabilities<<<<105040507332767
Economically Disadvantaged117059301169573114756125
English Learners105040502060404017786122
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12594741259267811786722
Female136451363388561215887313
Male1255434517957956666034
Black<<<<<<<<<<<<
Hispanic6443856127765237706330
White146551353610064013857215
Two or more races<<<<<100<0<100<0
Students with Disabilities8544646<<<<-363664
Economically Disadvantaged9524348148874122727028
English Learners<<<<107667245676233
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students216645341575602527825518
Female226846321676602432774523
Male196444361474602622876413
Black<<<<<<<<<<<<
Hispanic65347471075652515655035
White30704030177659243896584
Two or more races<<<<<<<<<<<<
Students with Disabilities7147866443856<<<<
Economically Disadvantaged6524648770643016745926
English Learners6565044-70703010554545
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students95950411267543318735627
Female137057301476622421735227
Male75144491056464414746026
Black<<<<-808020<<<<
Hispanic4383363-47475315554045
White106757332070503022785722
Two or more races<100<0<<<<<<<<
Students with Disabilities-232377720138013332067
Economically Disadvantaged8484152454504611675633
English Learners16372163-505050<<<<
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10756525980712016836618
Female87768231087771315887312
Male12736127874662618775923
Black<<<<<<<<-808020
Hispanic4464254464603615604540
White1486731498677142293717
Two or more races<100<0<100<0<<<<
Students with Disabilities20402060-33336727552745
Economically Disadvantaged663563866964316736727
English Learners6352965-38386230502050
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9716129107464266655935
Female669633187264288716329
Male14725828137663245615639
Asian<<<<<100<0
Black<<<<<<<<<<<<
Hispanic-54544645450463484552
White14776323128068205736827
Students with Disabilities<<<<27451855-252575
Economically Disadvantaged260584086355375534847
English Learners-181882-353565-292971
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students690841013928089837417
Female4878313158974118807220
Male79386710958459857615
Asian<100<0<100<0
Black-1001000<<<<<<<<
Hispanic77164294100960-777723
White797903179174916887212
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged58580152929083716729
English Learners-616139-1001000-646436
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

Overall Student Performance: Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students771642976659346625638
Female973642766862326655935
Male6696331106455366595341
Asian<<<<<100<0<<<<
Black56459365575243-585842
Hispanic159584135855425514649
White11776723107060308686032
Two or more races<<<<<<<<<<<<
Students with Disabilities4141186223917615191481
Economically Disadvantaged259574145955413504750
English Learners-505050-525248-292971
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students667613375750436534747
Female771642956257386615539
Male5625738115039506474153
Asian<<<<<100<0
Black<<<<<<<<<<<<
Hispanic-56564443833636423558
White973642786253387625538
Students with Disabilities<<<<3636-64-131388
Economically Disadvantaged256544455045503423958
English Learners-454555-272773-292971
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students979702177467266706430
Female1377642367367277696231
Male682751897667245716629
Asian<100<0<100<0<<<<
Black-737327-575743-757525
Hispanic369663137269283595641
White13867214127967218746526
Two or more races<<<<<<<<<100<0
Students with Disabilities102010808423358<<<<
Economically Disadvantaged169683136764333585542
English Learners-555545-727228-292971
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137562251881641919856615
Female127462261983641718897111
Male147561251679632119806120
Asian20100800<100<0<100<0
Black10665634874672610837317
Hispanic87365271379662115816719
White167761232283621722876513
Two or more races5555045-73732716897411
Students with Disabilities63529651047375315513649
Economically Disadvantaged106756331377642315816619
English Learners117160291375622512817019
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students368549153389551127825518
Female3381491938945662891649
Male408849122882541826724628
Black<<<<<<<<<<<<
Hispanic237754233486521413675333
White4892448399455636895311
Two or more races<<<<<100<0
Students with Disabilities<<<<<<<<7403360
Economically Disadvantaged277952212486621420775723
English Learners248157193390571011746326
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1368553247944764393507
Female1369563142955354494506
Male1467533352934074292508
Black<<<<<100<0<<<<
Hispanic1276652431926283996574
White1268563260943464893467
Two or more races<<<<<100<0<100<0
Students with Disabilities8463854<<<<18644536
Economically Disadvantaged1364513633915993691559
English Learners<<<<33956253395625
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students226745331781641936905410
Female227149291878602230895911
Male22624138168468164291499
Black<<<<<<<<<100<0
Hispanic65347471490761019856515
White27734627217857224992438
Two or more races<<<<<<<<<<<<
Students with Disabilities-2929717474053<<<<
Economically Disadvantaged135542451379662119886912
English Learners12594741189173915806520
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2187661330926182997683
Female239168940955653196654
Male19836417208868132698712
Black<<<<20100800<100<0
Hispanic17927581610084035100650
White23846116408848123095655
Two or more races<100<0<<<<<100<0
Students with Disabilities-232377656504420806020
Economically Disadvantaged21805920178871122696704
English Learners219574513100880<100<0
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students557524366762337706330
Female4595541107868234747026
Male655484525957419675833
Black<<<<<<<<<<<<
Hispanic4524848-757525-656535
White6655935968593210776723
Two or more races<<<<<<<<<<<<
Students with Disabilities30401060-1717832736964
Economically Disadvantaged750435036259382646136
English Learners-414159-626238<<<<
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students39087101919092888612
Female-9292828987113908710
Male6898311-94946-848416
Asian<100<0<100<0<100<0
Black-1001000<100<0<100<0
Hispanic-9090103908710-767624
White5888312-909010391889
Two or more races<100<0<100<0<100<0
Students with Disabilities-505050<100<0<<<<
Economically Disadvantaged-8989112918992828018
English Learners6837817-878713-767624
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15958413757225-737327
Female15857425757125-838317
Male-6060402757325-616139
Asian<100<0<100<0
Black-383862-606040-737327
Hispanic35956413646136-737327
White-6161394817719-737327
Two or more races<<<<<<<<<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged15149494696431-676733
English Learners6474153-525248-676733
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11847316136855324847916
Female1382691812695731592878
Male10877713146854323737027
Black<<<<8504250<100<0
Hispanic-929288574943694886
White15846916157863222777423
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged373702785547456777123
English Learners<<<<5383362<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148167191179682114786422
Female10796921978682213766324
Male188465161382681816806520
Asian<<<<<<<<<<<<
Black583781887567256787222
Hispanic5706530360584011665534
White208667141587721317846716
Two or more races-606040-909010<<<<
Students with Disabilities-3434661048385312342266
Economically Disadvantaged673672757267289685932
English Learners863553834138598463854
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257651241579642140844416
Female247146291373602740804020
Male268255181684681640894911
Black<<<<<<<<<<<<
Hispanic127159291476622431693831
White35804520177962215094446
Two or more races<<<<<<<<<<<<
Students with Disabilities-4040607534747<<<<
Economically Disadvantaged136754331079692125805420
English Learners187153291864453624573343
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1377642377972213696531
Female67973212797821-757525
Male21745326157965216645836
Asian<<<<<100<0
Black<<<<<<<<<<<<
Hispanic-585842-6262383484552
White1885661598475164787422
Students with Disabilities<<<<27552745-404060
Economically Disadvantaged469653137572253575543
English Learners-363664-474753-242476
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students683771747065305716629
Female-83831777164295645936
Male1083731726866324797521
Black10807020-676733-909010
Hispanic4817719-4040607615439
White686801488274185757025
Two or more races<<<<<100<0<<<<
Students with Disabilities<<<<<<<<918982
Economically Disadvantaged3817819-5252483575343
English Learners-797921-2727738251775
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2790631016978132391689
Female24835917119584517877013
Male30100700231007702995675
Black<100<0<100<0
Hispanic15776223-939379100910
White3694586199879226876113
Students with Disabilities<100<0
Economically Disadvantaged13837017793867-93937
English Learners<<<<<<<<<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9857515167962217857815
Female2807820167357277817419
Male16897311178669147908310
Asian<100<0<<<<
Black-92928<<<<<<<<
Hispanic-696931-5252484736927
White1590761021927188908310
Two or more races<<<<<<<<
Students with Disabilities-272773<<<<<<<<
Economically Disadvantaged274722646965314767224
English Learners7534747-151585-565644
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167558252184631613756225
Female127361271980612012726028
Male217756232388651214786422
American Indian<100<0<100<0<100<0
Asian50904010<100<0<100<0
Black9685932118676142575543
Hispanic7625538157257285656035
White218059202488641219816319
Two or more races6756925<<<<-737327
Students with Disabilities33835631348355313534047
Economically Disadvantaged10675733157862228655735
English Learners753474785951415544946
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students883751798071203656335
Female28078204676233-606040
Male1386731413917896716529
Asian<100<0<100<0
Black-92928<<<<-202080
Hispanic366623498273183575343
White11897811107868223767224
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged375722548076204484452
English Learners-505050-646436-363664
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students21725128
Female15735927
Male27704330
Black<<<<
Hispanic6655935
White27754825
Two or more races<<<<
Students with Disabilities-363664
Economically Disadvantaged7635637
English Learners6655935
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148065201186751410817019
Female1072622878477167827518
Male198869121689731113796621
Asian<100<0<100<0
Black<<<<<<<<-808020
Hispanic7676033137765233706730
White168568151089791115856915
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<-505050
Economically Disadvantaged673672778173199736428
English Learners-606040-7070305585342
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students876672497767237645736
Female770633097060306605340
Male1082711898476169716229
Asian<100<0<100<0
Black9554545<<<<<<<<
Hispanic4656135155944419524348
White1083721778377176767024
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged668623266257387494251
English Learners<<<<-2929719453655
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10807020<100<011746326
Female<<<<<100<07645736
Male<<<<<100<015856915
Asian<100<0
White<<<<<100<014766224
Economically Disadvantaged<<<<-626238
English Learners<100<0<<<<
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23644136
Female15665134
Male29623338
Black<<<<
Hispanic13503850
White26684232
Two or more races<100<0
Students with Disabilities-171783
Economically Disadvantaged20583842
English Learners21422158
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13635037338856122297753
Female10635337378852123197673
Male18644636308959111297853
Black<<<<<100<0<100<0
Hispanic45046501272602812887612
White17705230429251833100670
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<8504250<100<0
Economically Disadvantaged3464354248360171196854
English Learners64135598544646<<<<
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338754134388451221674633
Female268963114086471421684732
Male398546154690441020664634
Black<<<<<<<<<<<<
Hispanic6756925297142294656235
White4291499539845235723728
Two or more races<100<0<<<<<100<0
Students with Disabilities-585842<<<<-272773
Economically Disadvantaged25856015298253187554845
English Learners<<<<257045305575243
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 90.63 State: 91.04Division: 89 State: 91.28Division: 93.33 State: 90.38

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

2014-20152015-20162016-2017
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten605865
Kindergarten101134108
Grade 1104101130
Grade 28999102
Grade 3959095
Grade 4878683
Grade 5799191
Grade 61098693
Grade 710211384
Grade 8108122127
Grade 910293102
Grade 10113111103
Grade 1197104104
Grade 129299103
Total Students1,3381,3871,390
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students133813871390
Female660699692
Male678688698
American Indian321
Asian14119
Black111124116
Hispanic365400405
White818825823
Two or more races272536
Students with Disabilities138143155
Not Students with Disabilities120012441235
Economically Disadvantaged833883877
Not Economically Disadvantaged505504513
English Learners221254233
Not English Learners111711331157
Homeless203223
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 StudentsDivision58334294
State4917334250347093649982235
FemaleDivision25142252
State268261510212433531826808
MaleDivision33192042
State2234719148222758331721427
BlackDivision<<<<0<
State79001053914312301409966
HispanicDivision1381170
State44244514381851534310
WhiteDivision42192124
State300171650914295621729800
Two or more racesDivision<<<<0<
State222313111283715989
Students with DisabilitiesDivision054020
State946531034691091059120
Economically DisadvantagedDivision18203293
State921814811194032821181221
English LearnersDivision220160
State448207029317117688
HomelessDivision<<<<<<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students1109586.49788.298.2
Female5041824386510
Male605490549046.7
Black0<100<10000
Hispanic302273.32376.7723.3
White7063906491.422.9
Two or more races0<100<10000
Students with Disabilities11981.8981.8218.2
Economically Disadvantaged554174.54378.2916.4
English Learners11436.4545.5654.5
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken30 / 7.43% - -
Advanced Placement Course Enrollment30 / 7.43% - -
Dual Enrollment75 / 18.56%57 / 14%76 / 18.45%
Governor’s School Enrollment16 / 3.96%18 / 4.42%11 / 2.67%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision795728
State807645806428
FemaleDivision403220
State410163155323
MaleDivision392536
State397482651133
AsianDivision0<100
State5269454514
BlackDivision0<100
State175771162334
HispanicDivision14<100
State7574489435
WhiteDivision564225
State467663441426
Students with DisabilitiesDivision0<100
State5865307548
Economically DisadvantagedDivision311745
State228881345241
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision---
 State502439714139
State LicensuresDivision---
 State90516731790
Industry CertificationDivision17890191
 State6932189541100544
Workplace ReadinessDivision895265
 State283493366530775
Total Credentials EarnedDivision267142256
 State103599128850137248
Students Earning One or More CredentialsDivision15484131
 State86257104867109089
CTE CompletersDivision446062
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students61731419.2%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students33371540.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students222428.3%
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
65.368.167.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20132,860.005,880.001,120.00
2013-20142,956.006,016.001,043.00
2014-20152,619.006,165.001,068.00

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 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students119899272312216722261225104344911741165338
Female595501212612331513605522228577673122
Male60349151160934713620521221597492216
American Indian0000000000000000
Asian1300014000120000000
Black110643102914101146694946
Hispanic2882667321167634833109329431713
White754661513756411315740551534718602818
Two or more races28120251112323024441
Students with Disabilities1221866125831119185412017173
Economically Disadvantaged6948725177526020227539032467061015136
English Learners1961864228732226187320718106
Homeless10010273012143610413
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.7294.6594.96
Female95.5994.4294.78
Male95.8494.8895.13
American Indian97.1396.6994.02
Asian98.2398.6997.97
Black95.5293.7994.05
Hispanic95.5394.7994.5
White95.8294.6695.33
Two or more races94.5494.0693.47
Students with Disabilities95.4293.6192.61
Economically Disadvantaged94.993.5993.93
English Learners95.9595.0795.13
Migrant100
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 Offenses16
Offenses Against Student<
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons24
Disorderly or Disruptive Behavior Offenses37
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 Indian0.2240.1440.072
Asian1.0460.7930.647
Black8.29623.648.9422.228.34514.67
Hispanic27.2812.7328.83933.3329.13717.33
Native Hawaiian
White61.13652.7359.48138.8959.20962.67
Two or more races2.01810.911.8025.562.595.33
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

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 Indian0.2240.1440.072
Asian1.0460.7930.647
Black8.2968.948.345
Hispanic27.2828.83929.137
Native Hawaiian
White61.13659.48159.209
Two or more races2.0181.8022.59
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 Indian0.2240.1440.072
Asian1.0460.7930.647
Black8.2968.948.345
Hispanic27.2828.83929.137
Native Hawaiian
White61.13659.48159.209
Two or more races2.0181.8022.59
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students64.8665.8564.55
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students45.640.2842.3
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

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students82.6375.9877.34
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

.

Student-Teacher Ratio

2014-2015 Grades K-7 Student Teacher Ratio: 12.4 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 12.76 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional3%4%
Provisional Special Education0%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
Division
All Schools1%--
High Poverty---
Low Poverty---
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201450%48%2%0%
2014-201549%49%2%0%
2015-201649%48%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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