Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Giles County Public Schools

General school information

Division: Giles County Public Schools
Address: 151 School Rd Pearisburg, VA 24134
Superintendent: Dr. Terry E. Arbogast II
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


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 79 66 21 15 81 66 19 15 80 65 20
Female 13 80 67 20 16 84 68 16 16 84 68 16
Male 12 77 65 23 15 78 63 22 14 77 63 23
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black - 53 53 47 5 48 43 52 5 70 65 30
Hispanic 14 77 64 23 15 95 80 5 29 86 57 14
White 13 79 66 21 15 81 66 19 15 80 65 20
Two or more races 12 81 69 19 26 79 53 21 - 68 68 32
Students with Disabilities 5 40 34 60 6 48 41 52 6 49 43 51
Economically Disadvantaged 6 69 62 31 8 71 63 29 8 72 64 28
English Learners < < < < < < < < < 100 < 0
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 77 62 23 14 71 57 29 12 68 56 32
Female 19 80 61 20 12 74 62 26 10 76 66 24
Male 13 74 62 26 16 68 52 32 14 61 47 39
Hispanic < 100 < 0 < 100 < 0 < < < <
White 16 77 61 23 14 71 57 29 12 70 58 30
Two or more races < < < < < < < < < < < <
Students with Disabilities 10 45 35 55 9 50 41 50 7 38 31 62
Economically Disadvantaged 7 67 60 33 6 60 54 40 5 58 53 42
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 75 60 25 24 83 59 17 12 80 68 20
Female 16 79 63 21 26 90 64 10 15 83 68 17
Male 14 70 57 30 22 77 55 23 9 76 67 24
Black < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 15 74 60 26 23 83 60 17 13 79 67 21
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 7 48 41 52 11 63 53 37 - 55 55 45
Economically Disadvantaged 7 67 61 33 9 77 68 23 7 76 69 24
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 76 57 24 22 80 59 20 25 82 57 18
Female 16 75 59 25 25 85 60 15 26 84 59 16
Male 20 76 55 24 19 76 57 24 25 80 55 20
White 19 76 57 24 22 81 58 19 26 82 56 18
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities - 31 31 69 10 50 40 50 8 60 52 40
Economically Disadvantaged 10 71 61 29 9 75 66 25 10 70 60 30
English Learners < 100 < 0 < 100 < 0
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 82 67 18 18 85 67 15 22 84 62 16
Female 13 88 75 12 15 87 72 13 27 87 59 13
Male 17 76 59 24 20 83 63 17 16 80 64 20
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 16 83 67 17 17 85 68 15 22 83 61 17
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 17 47 30 53 3 48 45 52 12 55 42 45
Economically Disadvantaged 9 70 61 30 12 82 71 18 12 77 65 23
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 84 73 16 16 83 68 17 17 79 63 21
Female 14 82 68 18 19 91 72 9 16 81 65 19
Male 8 86 78 14 12 76 63 24 18 78 60 22
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 11 84 73 16 16 85 70 15 17 80 63 20
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 27 27 73 7 45 38 55 - 42 42 58
Economically Disadvantaged 2 71 69 29 8 71 63 29 10 70 60 30
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 70 59 30 11 74 62 26 8 76 68 24
Female 13 72 59 28 11 73 62 27 7 78 71 22
Male 9 68 59 32 12 75 62 25 9 73 65 27
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 11 70 60 30 11 74 63 26 8 77 68 23
Two or more races < < < < < < < < < < < <
Students with Disabilities - 30 30 70 3 24 22 76 11 39 29 61
Economically Disadvantaged 5 58 53 42 6 58 52 42 8 65 58 35
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 86 80 14 7 93 86 7 9 90 81 10
Female 5 86 81 14 8 93 86 7 13 94 82 6
Male 7 87 79 13 6 92 87 8 6 86 79 14
Asian < < < < < < < < < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < < 100 < 0 < 100 < 0
White 5 87 81 13 7 93 86 7 9 90 80 10
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 4 54 50 46 - 76 76 24 - 57 57 43
Economically Disadvantaged 4 82 79 18 8 87 79 13 3 86 83 14
English Learners < < < < < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 75 59 25 19 79 61 21 13 76 63 24
Female 24 83 59 17 23 83 61 17 16 81 65 19
Male 8 68 60 32 15 76 61 24 10 70 60 30
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 15 75 60 25 18 79 61 21 14 75 62 25
Two or more races < < < < < 100 < 0 - 82 82 18
Students with Disabilities 4 26 22 74 4 23 19 77 - 38 38 63
Economically Disadvantaged 9 64 56 36 12 67 55 33 8 64 57 36
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 69 55 31 15 76 61 24 7 70 63 30
Female 22 76 55 24 17 79 62 21 7 79 72 21
Male 7 62 55 38 14 73 59 27 7 60 53 40
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 13 68 55 32 15 75 60 25 8 71 63 29
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 20 20 80 6 19 14 81 - 39 39 61
Economically Disadvantaged 4 59 55 41 9 62 54 38 5 55 50 45
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 80 63 20 22 83 61 17 19 81 62 19
Female 26 89 63 11 29 88 59 12 25 84 59 16
Male 9 73 64 27 16 79 63 21 13 79 66 21
Asian < < < < < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < < < < < 100 < 0
White 17 81 64 19 22 83 61 17 20 80 60 20
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 6 29 24 71 - 29 29 71 - 33 33 67
Economically Disadvantaged 14 71 57 29 17 74 57 26 10 74 64 26
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 82 67 18 14 81 67 19 14 81 67 19
Female 14 85 71 15 13 85 71 15 14 84 70 16
Male 15 78 63 22 14 77 64 23 14 78 64 22
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 62 57 38 5 64 59 36 10 76 67 24
Hispanic 19 85 67 15 25 75 50 25 14 86 71 14
White 15 82 67 18 13 81 68 19 14 81 67 19
Two or more races 8 85 77 15 4 65 61 35 4 83 78 17
Students with Disabilities 6 46 40 54 7 51 44 49 6 47 41 53
Economically Disadvantaged 8 73 65 27 8 72 65 28 6 73 66 27
English Learners < < < < < < < < < < < <
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 88 65 12 11 81 69 19 13 73 61 27
Female 19 87 69 13 10 84 74 16 6 78 71 23
Male 26 89 62 11 12 78 65 22 19 70 51 30
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 23 88 65 12 11 81 70 19 12 74 62 26
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 20 70 50 30 6 58 52 42 3 38 34 62
Economically Disadvantaged 15 82 68 18 8 72 64 28 7 67 60 33
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 75 52 25 30 87 56 13 14 81 67 19
Female 23 77 55 23 28 90 62 10 14 84 70 16
Male 24 73 49 27 33 84 51 16 14 78 64 22
Black < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 24 75 51 25 31 87 56 13 15 80 65 20
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 11 46 36 54 17 61 44 39 - 57 57 43
Economically Disadvantaged 13 67 54 33 17 83 66 17 6 76 70 24
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 85 54 15 28 86 58 14 36 87 50 13
Female 32 89 57 11 31 88 57 12 36 87 51 13
Male 29 80 51 20 25 84 58 16 37 86 49 14
White 30 85 55 15 29 85 57 15 36 86 50 14
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 4 50 46 50 10 58 48 42 16 48 32 52
Economically Disadvantaged 18 82 64 18 16 81 65 19 19 79 60 21
English Learners < 100 < 0 < 100 < 0
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 90 77 10 14 82 68 18 14 81 68 19
Female 9 96 87 4 11 86 75 14 14 85 71 15
Male 19 85 65 15 17 78 61 22 13 78 64 22
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < < < <
White 15 91 76 9 13 83 70 17 14 82 68 18
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 13 67 53 33 3 55 52 45 6 55 48 45
Economically Disadvantaged 11 83 71 18 8 78 69 22 5 70 65 30
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 74 65 26 5 69 63 31 10 69 59 31
Female 7 73 66 27 2 75 73 25 9 75 66 25
Male 10 74 64 26 8 63 54 37 11 64 53 36
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 9 74 65 26 6 70 64 30 10 70 60 30
Two or more races < < < < < < < < < < < <
Students with Disabilities - 24 24 76 11 44 33 56 3 29 26 71
Economically Disadvantaged 2 60 58 40 5 56 51 44 5 63 58 37
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 70 67 30 2 68 66 32 4 76 72 24
Female 3 79 76 21 2 74 72 26 4 84 80 16
Male 4 64 61 36 1 63 61 38 4 66 61 34
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 4 71 67 29 2 70 68 30 4 77 72 23
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 33 33 67 - 26 26 74 14 39 25 61
Economically Disadvantaged - 66 66 34 1 56 55 44 4 65 61 35
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 83 75 17 7 83 76 17 9 87 78 13
Female 10 89 79 11 4 91 87 9 12 88 77 12
Male 7 78 72 22 9 75 66 25 7 87 80 13
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 8 83 75 17 7 82 75 18 9 87 78 13
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 41 41 59 - 70 70 30 - 62 62 38
Economically Disadvantaged 3 74 71 26 1 72 71 28 2 81 78 19
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 84 77 16 6 83 77 17 6 83 77 17
Female 8 89 81 11 8 80 72 20 7 82 75 18
Male 5 78 73 22 4 86 82 14 6 84 79 16
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < < < < < < 100 < 0
White 7 84 77 16 5 84 78 16 7 82 76 18
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 2 71 69 29 - 77 77 23 - 75 75 25
English Learners < < < < < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 88 71 12 27 95 69 5 23 89 67 11
Female 16 89 72 11 30 98 69 2 25 92 67 8
Male 19 88 69 13 22 90 68 10 20 87 67 13
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 87 70 13 24 95 71 5 21 89 68 11
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Economically Disadvantaged 15 78 63 22 14 95 82 5 14 83 69 17
English Learners < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 86 73 14 13 86 73 14 16 89 73 11
Female 12 86 74 14 12 85 73 15 12 89 77 11
Male 13 86 73 14 14 87 73 13 20 89 68 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 93 93 7 9 73 64 27 < < < <
Hispanic 18 71 53 29 13 94 81 6 14 93 79 7
White 13 86 73 14 13 86 73 14 16 89 73 11
Two or more races 12 76 65 24 31 92 62 8 7 87 80 13
Students with Disabilities 3 55 53 45 3 48 45 52 6 55 49 45
Economically Disadvantaged 8 77 69 23 6 77 70 23 7 81 74 19
English Learners < < < < < < < < < 100 < 0
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 83 59 17 26 89 63 11 31 89 58 11
Female 21 80 60 20 25 88 63 13 24 89 64 11
Male 27 85 59 15 26 90 64 10 36 89 53 11
White 25 84 59 16 25 88 63 12 31 88 57 12
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 7 54 46 46 10 58 48 42 12 60 48 40
Economically Disadvantaged 14 78 64 22 13 84 72 16 13 83 70 17
English Learners < 100 < 0 < 100 < 0
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 78 70 22 6 74 67 26 6 80 74 20
Female 7 76 69 24 5 67 62 33 4 81 77 19
Male 8 79 71 21 7 80 73 20 7 78 71 22
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 7 79 72 21 6 74 68 26 6 81 75 19
Two or more races < < < < < < < < < < < <
Students with Disabilities - 42 42 58 - 28 28 72 7 52 45 48
Economically Disadvantaged 4 67 63 33 3 57 54 43 5 69 64 31
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 89 80 11 8 85 77 15 19 90 71 10
Female 9 91 81 9 6 91 85 9 17 91 74 9
Male 9 88 79 12 10 78 68 22 20 89 68 11
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 9 89 80 11 8 84 76 16 19 90 71 10
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 4 67 63 33 - 40 40 60 - 60 60 40
Economically Disadvantaged 6 83 77 17 3 77 74 23 10 86 76 14
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 95 80 5 8 99 91 1 18 100 82 0
Female 8 94 86 6 12 100 88 0 13 100 87 0
Male 28 97 69 3 - 96 96 4 30 100 70 0
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 95 79 5 7 99 92 1 16 100 84 0
Two or more races < 100 < 0 < 100 < 0
Economically Disadvantaged 21 95 74 5 17 92 75 8 5 100 95 0
English Learners < 100 < 0 < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 89 78 11 17 95 78 5 11 91 80 9
Female 14 90 76 10 16 91 75 9 7 88 81 12
Male 8 88 80 12 19 99 80 1 15 95 79 5
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < < < < < < 100 < 0
White 11 89 78 11 18 95 77 5 11 91 80 9
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 61 61 39 - 92 92 8 - 50 50 50
Economically Disadvantaged 5 80 75 20 6 91 86 9 3 83 81 17
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 87 65 13 24 91 67 9 27 88 61 12
Female 18 85 67 15 22 90 68 10 22 85 63 15
Male 27 90 63 10 25 92 67 8 31 90 60 10
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black 8 77 69 23 - 70 70 30 33 92 58 8
Hispanic 33 100 67 0 38 92 54 8 55 100 45 0
White 22 87 65 13 24 92 68 8 26 87 62 13
Two or more races 47 100 53 0 13 100 87 0 < 100 < 0
Students with Disabilities 6 54 47 46 10 70 60 30 8 66 59 34
Economically Disadvantaged 17 82 66 18 17 85 68 15 18 81 63 19
English Learners < 100 < 0 < 100 < 0 < 100 < 0
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 83 67 17 9 90 80 10 23 87 65 13
Female 7 79 72 21 8 83 75 17 20 84 64 16
Male 25 87 62 13 11 94 84 6 27 92 66 8
American Indian < 100 < 0
Asian < < < < < < < <
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 14 82 68 18 9 91 82 9 22 87 65 13
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities - 48 48 52 - 71 71 29 - 83 83 17
Economically Disadvantaged 10 77 67 23 7 85 78 15 13 78 65 22
English Learners < 100 < 0 < 100 < 0 < 100 < 0
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 86 75 14 21 92 71 8 21 88 67 12
Female 10 86 76 14 20 94 74 6 15 83 69 17
Male 13 86 74 14 22 91 68 9 28 94 66 6
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 11 86 75 14 21 92 70 8 20 88 68 12
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 52 52 48 - 81 81 19 5 65 60 35
Economically Disadvantaged 9 82 73 18 13 88 75 13 11 77 67 23
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 99 78 1 21 97 75 3 40 94 55 6
Female 19 100 81 0 13 95 82 5 32 96 64 4
Male 23 97 74 3 35 100 65 0 46 93 46 7
Hispanic < 100 < 0 < 100 < 0
White 20 98 78 2 22 97 75 3 40 94 54 6
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged 25 100 75 0 31 94 63 6 31 92 62 8
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 100 79 0 12 98 86 2 8 92 85 8
Female 25 100 75 0 5 95 90 5 < < < <
Male 19 100 81 0 17 100 83 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 22 100 78 0 10 97 87 3 8 92 85 8
Economically Disadvantaged < 100 < 0 8 100 92 0 < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 85 65 15 17 85 67 15 16 81 65 19
Female 14 80 66 20 23 86 63 14 11 79 68 21
Male 26 90 64 10 10 83 72 17 21 84 62 16
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 21 85 65 15 18 85 67 15 16 81 66 19
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 3 44 41 56 8 42 33 58 3 53 50 47
Economically Disadvantaged 7 75 67 25 7 72 65 28 6 74 68 26
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 48 92 44 8 59 96 36 4 45 91 46 9
Female 47 91 44 9 54 97 43 3 46 92 46 8
Male 49 93 44 7 65 95 30 5 44 90 46 10
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 47 91 45 9 60 96 36 4 44 91 47 9
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 24 76 52 24 20 80 60 20 17 72 55 28
Economically Disadvantaged 36 89 53 11 44 91 47 9 37 89 52 11
English Learners < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 85.98 State: 89.72 Division: 87.72 State: 88.34 Division: 85.26 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten0084
Kindergarten168171197
Grade 1174178181
Grade 2160162168
Grade 3161172170
Grade 4184154167
Grade 5166184160
Grade 6177167184
Grade 7215183168
Grade 8204231191
Grade 9213197217
Grade 10214212189
Grade 11193198211
Grade 12181192197
Total Students2,4102,4012,484
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 Subgroups

2017 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
Subgroup 2015-20162016-20172017-2018
All Students241024012484
Female118911621196
Male122112391288
American Indian553
Asian1186
Black343632
Hispanic393738
Native Hawaiian33
White227322712365
Two or more races454140
Students with Disabilities335345389
Not Students with Disabilities207520562095
Economically Disadvantaged106810471120
Not Economically Disadvantaged134213541364
English Learners679
Not English Learners240423942475
Homeless3918
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 2018: 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 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 51 124 12 0 14 3
State 50979 36013 2733 1046 5404 1786
Female Division 33 42 7 0 4 0
State 27837 15823 920 366 1922 656
Male Division 18 82 5 0 10 3
State 23142 20190 1813 680 3482 1130
Black Division < < < < < <
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 47 118 11 0 12 3
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < < <
State 2468 1542 87 58 163 73
Students with Disabilities Division 0 19 12 0 4 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 11 49 8 0 10 0
State 10704 17342 1680 460 2640 1096
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
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 Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students20418791.718791.7146.9
Female868295.38295.344.7
Male1181058910589108.5
Black0<<<<<<
Hispanic0<100<10000
White19117692.117692.1126.3
Two or more races0<<<<<<
Students with Disabilities353188.63188.6411.4
Economically Disadvantaged786887.26887.21012.8
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 Type 2015-20162016-20172017-2018
Advanced Placement Test Taken4 / .5% - -
Advanced Placement Course Enrollment4 / .5% - -
Dual Enrollment238 / 29.79%247 / 30.91%255 / 31.33%
Governor’s School Enrollment19 / 2.38%20 / 2.5%20 / 2.46%
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

2015-2016 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.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 157 103 34
State 82482 57560 30
Female Division 82 55 33
State 41546 31230 25
Male Division 75 48 36
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 149 97 35
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 14 < 100
State 5986 3008 50
Economically Disadvantaged Division 49 27 45
State 23515 13119 44
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
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision221816
 State179019641412
Industry CertificationDivision390385372
 State100544109590103892
Workplace ReadinessDivision2910267
 State307754231350242
Total Credentials EarnedDivision441505455
 State137248157490159017
Students Earning One or More CredentialsDivision319375339
 State109089126113127744
CTE CompletersDivision10914187
 State424044051640514
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 Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 12 14 5 35.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
64.9 65.7 64.3

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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

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 Funding State Federal
2014-20153,060.006,276.00732.00
2015-20163,095.006,362.00946.00
2016-20173,184.006,044.001,057.00

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 Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-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 Students215823571962184206696921471936994218018864107
Female105911435511077101323010338931501055962842
Male1099121364511071053739111410438441125923665
American Indian0000000000000000
Asian1020012000100000000
Black34222306123211627412
Hispanic43202373113920037102
Native Hawaiian000000000000
White201622467902053194676520231876886207217962100
Two or more races48421443013830235413
Students with Disabilities278511419293401617299501331329491329
Economically Disadvantaged8821525165949133524798413655649991354780
English Learners0000000090100000
Homeless0000150031472217435
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 31
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 84
Disorderly or Disruptive Behavior Offenses 97
Alcohol, Tobacco, and Other Drug Offenses 52
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2480.930.2080.560.208
Asian0.4950.4570.333
Black1.5681.41.4121.121.4992.87
Hispanic1.8160.931.620.561.5410.96
Native Hawaiian0.1650.1250.125
White93.76895.3394.39496.6594.58693.3
Two or more races1.9811.41.8691.121.7082.87
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2480.2080.208
Asian0.4950.4570.333
Black1.5681.4121.499
Hispanic1.8161.621.541
Native Hawaiian0.1650.1250.125
White93.76894.39410094.586
Two or more races1.9811.8691.708
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2480.2080.208
Asian0.4950.4570.333
Black1.5681.4121.499
Hispanic1.8161.621.541
Native Hawaiian0.1650.1250.125
White93.76894.39410094.586100
Two or more races1.9811.8691.708
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 Students 44.5846.2846.94
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students 37.8137.9140.32
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 Students 71.8769.368.12
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.78 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.02 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional2%2%
Provisional Special Education3%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.

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: 2017-2018

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 Degree Master's Degree Doctoral Degree Other
2015-201661%36%0%3%
2016-201762%35%0%3%
2017-201862%35%0%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Giles County Public Schools to top