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General school information

Division: Gloucester County Public Schools
Address: 6099 T.C. Walker Road Gloucester, VA 23061
Superintendent: Dr. Walter Clemons
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools8
Fully Accredited8

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision899186
 Virginia858687
FemaleDivision949593
 Virginia898990
MaleDivision848680
 Virginia828384
American IndianDivision100100100
 Virginia848481
AsianDivision<100100
 Virginia909293
BlackDivision908383
 Virginia797981
HispanicDivision7894100
 Virginia767675
Native HawaiianDivision100
 Virginia899292
WhiteDivision899187
 Virginia899091
Two or more racesDivision908679
 Virginia888989
Students with DisabilitiesDivision585954
 Virginia535354
Economically DisadvantagedDivision798274
 Virginia757578
English LearnersDivision<100
 Virginia676762
Gap Group 2Division908383
 Virginia797981
Gap Group 3Division7894100
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168367171682661817826518
Female198668141985661520856615
Male158066201479652114786422
American Indian<<<<<<<<<<<<
Asian258863133888501312887612
Black1071622997465268756725
Hispanic108575151380682014826818
Native Hawaiian<100<0<100<0<100<0
White178467161783651718826418
Two or more races16816419981721917836617
Students with Disabilities114534551140306010413159
Economically Disadvantaged127664241074642612736127
English Learners108070201170593013695631
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208060201778612219785922
Female228361171677612322805920
Male177659241979602117765924
Asian<100<0<<<<
Black9837417107666245817619
Hispanic13786522108070202093737
White197960211977582319775723
Two or more races328452161285731527876013
Students with Disabilities5363164123725635413659
Economically Disadvantaged12705830969593113685532
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208666142181601926805420
Female23916892684581627815419
Male178165191678622225795421
American Indian<<<<<100<0
Black168468161765483515856915
Hispanic108070202381581919765724
White218766132182621827805320
Two or more races188871121981611930805020
Students with Disabilities253514753329676312569
Economically Disadvantaged158065201472592820705130
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248763132386621423846116
Female25886312279264827855815
Male238763132080612018826418
Asian<<<<<<<<<100<0
Black13736027786791418735527
Hispanic18887112574682624846016
White268963112687601324846016
Two or more races178770131981631916887212
Students with Disabilities18553645249475110433358
Economically Disadvantaged208060201479652117765924
English Learners<<<<<<<<<100<0
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197859221982631821816019
Female218564152484601623896611
Male177255281580652019745526
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black6524548156348377726628
Hispanic-808020208060205746826
White208160192083631723835917
Two or more races15675233879712118765924
Students with Disabilities103121691550355016442856
Economically Disadvantaged96859321674582613725928
English Learners<100<0<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188466161680642014847016
Female238461161983641719897011
Male138471161376632410807020
Asian<100<0<100<0<<<<
Black1579652175750437857815
Hispanic1391789877692317897211
White198464161782651815846916
Two or more races11897911-6969319837417
Students with Disabilities194627541133226713422958
Economically Disadvantaged9797021668633210746426
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97667241277652312746226
Female108171191481671916796321
Male8706230107464268706130
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black9554545878692210594841
Hispanic582771812806820-737327
White97869221377642312756325
Two or more races12594741683781710554545
Students with Disabilities14362164203616648292171
Economically Disadvantaged969593187062306625638
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students691859691849591869
Female692868994856695895
Male590851048783134888312
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<100<0
Black-767624-868614-767624
Hispanic7100930-1001000-828218
White793867891839692868
Two or more races-909010-959556100940
Students with Disabilities4676333350475013624938
Economically Disadvantaged58681143898711391889
English Learners<100<0<100<0<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

Overall Student Performance: Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147561251877602317765924
Female168265182283611724846016
Male126856321372582812695831
American Indian<100<0<<<<<100<0
Asian<100<0<<<<30906010
Black4656135467623311675733
Hispanic137259281873552715857015
White157661241978592218765824
Two or more races147057302088681213837017
Students with Disabilities10332367102919719322268
Economically Disadvantaged6686232116756339635437
English Learners<100<0<100<0<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126654341969513114665234
Female147763242576502419755625
Male105545451263513710594941
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black3615839960514014432957
Hispanic18553645176750338756725
White136855322069503114675333
Two or more races55752431888711215604540
Students with Disabilities12261474112615746191381
Economically Disadvantaged5615639125543457524548
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168467161785681520866614
Female19876813198970112993647
Male148066201481671913806720
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<<<<
Black5686332-7474268817319
Hispanic694886<<<<<100<0
White188467161886681422856315
Two or more races25886313218867131297853
Students with Disabilities7443756734286613463354
Economically Disadvantaged7766924982721812786722
English Learners<100<0<100<0<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

Math

Math Performance: All Students

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

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

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

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178164191779622117826518
Female188467161882631818856715
Male177861221676602416796321
American Indian10100900<<<<<<<<
Asian268761131379672142894711
Black11726128968593210726228
Hispanic188264181681651917846716
Native Hawaiian<100<0<100<0<100<0
White188264181880622017836517
Two or more races187961211575592513796521
Students with Disabilities1147355394536558473953
Economically Disadvantaged147662241372582811766424
English Learners196243381472592819816219
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238460162787601318876813
Female228563152584581618846616
Male258357172889611118897111
Asian<100<0<100<0
Black227857221086761414867114
Hispanic26785222168974117100930
White228563153087561319866714
Two or more races328148191585701521836217
Students with Disabilities5383362105242487403360
Economically Disadvantaged18786122168165199817219
English Learners<<<<<<<<<100<0
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students369054103886481440905110
Female39935474087471339884912
Male33875413358550154193527
American Indian<100<0<100<0
Black23906810357035303192628
Hispanic47793221359258841864514
White3691559378750134291499
Two or more races478841124281391927876013
Students with Disabilities13513849738316210635337
Economically Disadvantaged328855133079492128886012
English Learners<<<<<100<0<100<0
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338956113288561234895511
Female3292608369256835905510
Male338652142884561632885512
Asian<<<<<100<0<100<0
Black319059101783671727865914
Hispanic25815619376326374492488
White348956113490561033895611
Two or more races26916592488651232845216
Students with Disabilities18503250753474710453555
Economically Disadvantaged258458162584591626845816
English Learners<<<<<<<<<100<0
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278862122388641218856715
Female2994656279063101892748
Male258459162086651419796121
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black16745826158570157726628
Hispanic209070102580552016796321
White289062102589641120876713
Two or more races19816319148268186888212
Students with Disabilities12534147156044409605140
Economically Disadvantaged168468161781631910827218
English Learners<100<0<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1276652496960317676033
Female12816819117564258736527
Male1172612886557356625638
Asian<100<0<100<0<<<<
Black674682644440565595541
Hispanic5868114-757525-696931
White13766324107263288686032
Two or more races7716429135442464656135
Students with Disabilities214625541029207113382563
Economically Disadvantaged974652675952416564944
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students373702757772235726728
Female380772048177193817719
Male367643357469266676133
Black4595641118675147544646
Hispanic6756925-898911-707030
White276742447671245757025
Two or more races19634438<<<<-606040
Students with Disabilities124634541651354912342266
Economically Disadvantaged472682856864324635937
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students377732347267283787522
Female481771947974215868114
Male371692946561351717029
American Indian<100<0<<<<<<<<
Asian<<<<<<<<<<<<
Black-747426-585842-767624
Hispanic-898911-787822-797921
White476722457368274787522
Two or more races77770234605640-747426
Students with Disabilities-3838632333267-464654
Economically Disadvantaged16867322615939-717129
English Learners<<<<<100<0<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students47874221069593110807120
Female58377171170593011837117
Male273712786860328787022
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black-555545-4949513444256
Hispanic8756725-7575256767124
White47975211270593010857515
Two or more races-83831798273184686432
Students with Disabilities-484852-414159-404060
Economically Disadvantaged565603555449466736727
English Learners<100<0<100<0
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1164533667569252092728
Female14614839478732221907010
Male866593497264282094756
Asian<<<<<<<<<100<0
Black6312569-5757438888012
Hispanic<<<<<<<<14100860
White1166553477670242292708
Two or more races-585842-7676241194836
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged8504250672662816887112
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108474161286741415877213
Female88678141187761315877313
Male128371171485721516877113
American Indian<<<<<100<0<<<<
Asian7807320710093031100690
Black169683157671247686232
Hispanic976672498576159847416
White118675141487731316897311
Two or more races8867814386831410796921
Students with Disabilities555494565650448534547
Economically Disadvantaged4777323780732010796821
English Learners10302070<<<<27805320
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168972112690641023856115
Female16907410279165924835917
Male178871122689631123866414
Asian<<<<<100<0<100<0
Black-7676241087771323735027
Hispanic67165292174532612816919
White1991729299262825876213
Two or more races48783131288761217796321
Students with Disabilities754484626462365454055
Economically Disadvantaged88274181685691520805920
English Learners<<<<<<<<<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7837617108373179817219
Female686811498272188817419
Male87971211185731511817019
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black365613597668247524548
Hispanic97768234888412-797921
White78679141183721710847416
Two or more races5656035-8989115676233
Students with Disabilities7554845134633549494051
Economically Disadvantaged375722567569255706530
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6817519579742114887412
Female4858115383801714907610
Male8787022775682515867114
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<100<0
Black-717129-626238-696931
Hispanic-808020885771510807020
White782751868074201792758
Two or more races1095865380772011685832
Students with Disabilities4444156-42425810504050
Economically Disadvantaged174722637067306827618
English Learners<<<<<100<0<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1279672189082101793767
Female878712259085101692778
Male17806320119079101994756
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black-474753-808020-686832
Hispanic17675033<<<<<100<0
White128371179918291995765
Two or more races15776223-909010595895
Students with Disabilities<<<<<100<0<100<0
Economically Disadvantaged2727028-88881214846916
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1087771311928081391789
Female8877913109181910908010
Male1286741413927981592768
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black276732468175196817419
Hispanic128271185958951491779
White1187771313938071492788
Two or more races1097873-88881212887612
Students with Disabilities2626038-757525-575743
Economically Disadvantaged579742159085109827318
English Learners<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178669142285631524876413
Female158772131985661520896911
Male198566152586611427865914
American Indian<100<0<<<<<100<0
Asian131008704410056053100470
Black7807420975662512776523
Hispanic19886913309161921906910
White188768132285631524886412
Two or more races12806720259166927855815
Students with Disabilities45651441160494010584842
Economically Disadvantaged137966211478642216806420
English Learners<<<<30100700<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students79083101488741216877213
Female491879688811311907810
Male108878122288661219866614
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black3827918-6464368827318
Hispanic2310077010100900<<<<
White69083101589731116877113
Two or more races129482651009501997773
Students with Disabilities-797921127362275514649
Economically Disadvantaged984751677971219776923
English Learners<100<0<100<0<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6797221118170191491789
Female2807720108070201092828
Male10786822138269181791749
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black2716929-6565353747126
Hispanic1375632511847416491879
White7797321128269181593777
Two or more races783761769488613100880
Students with Disabilities2393661350475011726128
Economically Disadvantaged268663247268286868014
English Learners<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188567152185641517867014
Female148469161584691611877613
Male218665142685591523866314
Asian<100<0<100<0<100<0
Black-82821813826818-757525
Hispanic-1001000<100<01894766
White198565152184631618887012
Two or more races18826518289062107645736
Students with Disabilities65044501378652210605040
Economically Disadvantaged147662241481681910817119
English Learners<100<0<100<0<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<<<<<<<<
Female<100<0<100<0
Black<100<0
White<100<0<<<<<<<<
Economically Disadvantaged<100<0<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228765132587621325845916
Female229068102787591324876313
Male228562152387641326815519
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black780732068377177635637
Hispanic14907610409656420907010
White249066102687611325856015
Two or more races255025502889611130704030
Students with Disabilities847395344339577463954
Economically Disadvantaged128270181678622215755925
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37915493986471447884212
Female40925283887491343884512
Male349056104086461450893911
American Indian<100<0<100<0
Asian<100<0<100<0
Black239067102678522240884812
Hispanic327947214685381548863814
White40925283887481346894311
Two or more races68276184587421350833317
Students with Disabilities3636038105949419554545
Economically Disadvantaged278458162581551934824818
English Learners<100<0<100<0<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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 94.78 State: 90.38Division: State:Division: State:

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

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten116130136
Kindergarten379367359
Grade 1392400372
Grade 2394397399
Grade 3373409398
Grade 4379379396
Grade 5454385378
Grade 6435472367
Grade 7454438474
Grade 8392450441
Grade 9478394472
Grade 10458472392
Grade 11416448471
Grade 12409416445
Total Students5,5295,5575,500
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students552955575500
Female270426952663
Male282528622837
American Indian151315
Asian353133
Black426410389
Hispanic247248264
Native Hawaiian433
White448845024444
Two or more races314350352
Students with Disabilities634679695
Not Students with Disabilities489548784805
Economically Disadvantaged213419912102
Not Economically Disadvantaged339535663398
English Learners414763
Not English Learners548855105437
Homeless42
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 2017: 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 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision171209233319
State4977134413270494355291988
FemaleDivision106938084
State27208151939333271895690
MaleDivision65116153235
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision<<<<<<
State45721127821711655
BlackDivision12172030
State79241059810692161508849
HispanicDivision373010
State47494925291891967259
WhiteDivision148170173228
State299791609911555741732722
Two or more racesDivision6130041
State23621474924317496
Students with DisabilitiesDivision02223040
State1022602927041321179106
Economically DisadvantagedDivision3272162212
State959315817159242326561135
English LearnersDivision<<<<<<
State1518329526533162780
HomelessDivision<<<<0<
State203617882423755
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 Students44640390.440691317
Female21920794.520794.583.7
Male22719686.319987.72310.1
American Indian0<100<10000
Asian0<<<<<<
Black343191.23191.238.8
Hispanic141392.91392.917.1
White3683359133891.8226
Two or more races241979.21979.2416.7
Students with Disabilities494591.84591.848.2
Economically Disadvantaged14512082.812284.12114.5
English Learners0<<<<<<
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken109 / 6.19%59 / 3.41% -
Advanced Placement Course Enrollment194 / 11.02%120 / 6.94%1 / .06%
Dual Enrollment408 / 23.17%398 / 23.01%419 / 23.54%
Governor’s School Enrollment21 / 1.19%16 / .92%19 / 1.07%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

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

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

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision37421144
State800255758028
FemaleDivision20013333
State404623112723
MaleDivision1747855
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision332233
State171671128234
HispanicDivision171229
State8077522135
WhiteDivision30816746
State457593374926
Two or more racesDivision12<100
State3387249826
Students with DisabilitiesDivision22<100
State5663303146
Economically DisadvantagedDivision1095153
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision385033
 State397141393623
State LicensuresDivision10139
 State167317901964
Industry CertificationDivision134297452
 State89541100544109590
Workplace ReadinessDivision314275440
 State336653077542313
Total Credentials EarnedDivision496635934
 State128850137248157490
Students Earning One or More CredentialsDivision408423666
 State104867109089126113
CTE CompletersDivision181149200
 State392914240440516
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 Students10117511264%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students851468759.6%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students9217411163.8%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
62.463.363

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
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

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
2013-20144,251.004,894.00621.00
2014-20154,384.005,093.00597.00
2015-20164,325.005,088.00591.00

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
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students5048394148201491142317220749554221561914813417161227
Female248319564922404213751002404201818923452088098
Male256519984109250721097107255122175102246820981129
American Indian1631093121012211113
Asian38211341013010233120
Black4063461241124131437534101235027922
Hispanic22015762398322392361124825610
Native Hawaiian0000000000000000
White4091315124165393835714317439913261271443869338132170
Two or more races27325817277291214306371120298241122
Students with Disabilities521492026537692626558722126550733631
Economically Disadvantaged1957213831221887223104118175521977118190022288159
English Learners41402411004830663610
Homeless94381820752155109
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.6194.5594.19
Female94.6394.5294.15
Male94.5994.5794.23
American Indian90.5692.7790.98
Asian96.3795.9596.36
Black95.4995.4394.83
Hispanic95.6894.5394.52
Native Hawaiian92.3296.1892.71
White94.4994.5394.15
Two or more races94.3293.5993.69
Students with Disabilities93.9293.9693.42
Economically Disadvantaged93.5793.4493.14
English Learners96.7994.0395.87
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

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses53
Technology Offenses<
Offenses Against Student75
Offenses Against Staff<
Weapons Offenses21
Property Offenses18
All Other Offenses120
Other Offenses Against Persons217
Disorderly or Disruptive Behavior Offenses361
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 Indian0.2710.440.2340.760.2730.74
Asian0.6330.5580.6
Black7.70512.397.37811.017.07311.6
Hispanic4.4671.334.4634.364.82.76
Native Hawaiian0.0720.0540.055
White81.17274.3481.01575.1480.876.24
Two or more races5.67911.56.2988.736.48.66
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 Indian0.2710.2340.273
Asian0.6330.5580.6
Black7.7058.77.37816.137.07314.71
Hispanic4.4678.74.4636.454.88.82
Native Hawaiian0.0720.0540.055
White81.17265.2281.01558.0680.867.65
Two or more races5.67917.396.29819.356.48.82
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 Indian0.2710.2340.273
Asian0.6330.5580.6
Black7.7057.3787.07333.33
Hispanic4.46733.334.4634.8
Native Hawaiian0.0720.0540.055
White81.17266.6781.0158080.866.67
Two or more races5.6796.298206.4
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students36.3635.0635.6
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 Students36.535.2133.86
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 Students78.5477.8175.97
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.62 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 15 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional4%5%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201541%55%2%2%
2015-201640%54%2%4%
2016-201740%56%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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