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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 Accredited7
Partially Accredited: Warned School-Pass Rate1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2013-20142014-20152015-2016
All StudentsDivision838991
 Virginia848586
FemaleDivision899495
 Virginia888989
MaleDivision788486
 Virginia818283
American IndianDivision<100100
 Virginia788484
AsianDivision100<100
 Virginia909092
BlackDivision719083
 Virginia777979
HispanicDivision877894
 Virginia767676
WhiteDivision838991
 Virginia898990
Two or more racesDivision959086
 Virginia898889
Students with DisabilitiesDivision445859
 Virginia525353
Economically DisadvantagedDivision717982
 Virginia747575
English LearnersDivision<<100
 Virginia676767
Gap Group 2Division719083
 Virginia777979
Gap Group 3Division877894
 Virginia767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167660241683671716826618
Female188062201986681419856615
Male147258281580662014796521
American Indian<<<<<<<<<<<<
Asian197657242588631338885013
Black7645736107162299746526
Hispanic137461261085751513806820
Native Hawaiian<100<0<100<0<100<0
White177760231784671617836517
Two or more races10716129168164199817219
Students with Disabilities123827621145345511403060
Economically Disadvantaged116857331276642410746426
English Learners54035601080702011705930
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177053302080602017786122
Female197555252283611716776123
Male156650341776592419796021
American Indian<<<<<100<0
Black7605340983741710766624
Hispanic105040501378652210807020
White207253281979602119775823
Two or more races67569253284521612857315
Students with Disabilities5312669536316412372563
Economically Disadvantaged13635137127058309695931
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237956212086661421816019
Female30805020239168926845816
Male167862221781651916786222
Asian<100<0<<<<<100<0
Black86758331684681617654835
Hispanic196344381080702023815819
White248157192187661321826218
Two or more races217958211888711219816119
Students with Disabilities1854364625351475332967
Economically Disadvantaged157358271580652014725928
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277750232487631323866214
Female29825318258863122792648
Male257348272387631320806120
American Indian<100<0<100<0
Asian<<<<<<<<<<<<
Black19563744137360277867914
Hispanic10706030188871125746826
White297950212689631126876013
Two or more races147259281787701319816319
Students with Disabilities11322068185536452494751
Economically Disadvantaged186749332080602014796521
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157560251978592219826318
Female167660242185641524846016
Male137461261772552815806520
Asian<100<0<100<0<100<0
Black-717129652454815634837
Hispanic17877013-80802020806020
White167559252081601920836317
Two or more races11746326156752338797121
Students with Disabilities153317671031216915503550
Economically Disadvantaged7706330968593216745826
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178164191884661616806420
Female188971112384611619836417
Male167356271384711613766324
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black6696331157965217575043
Hispanic279164913917898776923
White188365171984641617826518
Two or more races1658424211897911-696931
Students with Disabilities154530551946275411332267
Economically Disadvantaged1472582897970216686332
English Learners<100<0<100<0
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8595141976672412776523
Female96657341081711914816719
Male6514549870623010746426
Asian<<<<<100<0<100<0
Black640336095545458786922
Hispanic5585342582771812806820
White8605240978692213776423
Two or more races-636337125947416837817
Students with Disabilities102010801436216420361664
Economically Disadvantaged442375896959318706230
English Learners<<<<<100<0
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students692868691859691849
Female892848692868994856
Male49288859085104878313
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<<<<
Black592878-767624-868614
Hispanic-949467100930-1001000
White792868793867891839
Two or more races7867914-909010-95955
Students with Disabilities369663146763333504750
Economically Disadvantaged588831258681143898711
English Learners<<<<<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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261475612518776023
Female218261181682651822836117
Male126654341268563213725828
American Indian<<<<<100<0<<<<
Asian38773823<100<0<<<<
Black963533746561354676233
Hispanic166852321372592818735527
White177659241576612419785922
Two or more races126755331470573020886812
Students with Disabilities83123691033236710291971
Economically Disadvantaged7635637668623211675633
English Learners<<<<<100<0<100<0
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students105949411266543419695131
Female137159291477632425765024
Male74740531055454512635137
Asian<<<<<100<0<100<0
Black642365836158399605140
Hispanic76760331855364517675033
White116150391368553220695031
Two or more races4504650557524318887112
Students with Disabilities13219791226147411261574
Economically Disadvantaged3444156561563912554345
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198869121684671617856815
Female25956951987681319897011
Male138269181480662014816719
Asian<<<<<100<0<<<<
Black139078105686332-747426
Hispanic32794721694886<<<<
White198869121884671618866814
Two or more races211007902588631321886713
Students with Disabilities-47475374437567342866
Economically Disadvantaged1284721677669249827218
English Learners<<<<<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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457261781641917796221
Female187861221884671618826318
Male167054301778612216766024
American Indian-70703010100900<<<<
Asian357035302687611313796721
Black7625538117261289685932
Hispanic137360271882641816816519
Native Hawaiian<100<0<100<0<100<0
White187658241882641818806220
Two or more races176952311879612115755925
Students with Disabilities11372663114735539453655
Economically Disadvantaged136855321476622413725828
English Learners134330571962433814725928
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217352272384601627876013
Female207454262285631525845816
Male227351272583571728896111
American Indian<<<<<100<0
Black36057402278572210867614
Hispanic165842422678522216897411
White247551252285631530875613
Two or more races128876123281481915857015
Students with Disabilities5282372538336210524248
Economically Disadvantaged137057301878612216816519
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348854123690541038864814
Female34885412399354740874713
Male338755133387541335855015
Asian<<<<<100<0<100<0
Black218867132390681035703530
Hispanic41712929477932213592588
White35895411369155937875013
Two or more races259065104788411242813919
Students with Disabilities22492751135138497383162
Economically Disadvantaged288355173288551330794921
English Learners<<<<<<<<<100<0
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338452163389561132885612
Female3389561132926083692568
Male338148193386521428845616
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black156752333190591017836717
Hispanic309060102581561937632637
White338552153489561134905610
Two or more races33835017269165924886512
Students with Disabilities14392561185032507534747
Economically Disadvantaged247652242584581625845916
English Learners<100<0<<<<<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students308858122788621223886412
Female34895511299465627906310
Male258762132584591620866514
Asian<100<0<100<0<100<0
Black148671141674582615857015
Hispanic9968742090701025805520
White328856122890621025896411
Two or more races427937211981631914826818
Students with Disabilities215433461253414715604440
Economically Disadvantaged188366171684681617816319
English Learners<100<0<100<0<<<<
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9716329127665249696031
Female117968211281681911756425
Male6635737117261288655735
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black656504467468264444056
Hispanic58580155868114-757525
White87466261376632410726328
Two or more races16473253771642913544246
Students with Disabilities83426662146255410292071
Economically Disadvantaged664583697465267595241
English Learners<<<<<<<<
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248465237370275777223
Female255534538077204817719
Male342405836764335746926
Asian<<<<<100<0
Black3504750459564111867514
Hispanic-6262386756925-898911
White348455227674244767124
Two or more races-38386319634438<<<<
Students with Disabilities102717731246345416513549
Economically Disadvantaged347445347268285686432
English Learners<<<<<100<0
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students375722537773234726728
Female483791748177194797421
Male267643337169294656135
American Indian<100<0<100<0<<<<
Asian<<<<<<<<<<<<
Black-585842-747426-585842
Hispanic-797921-898911-787822
White477732347672245736827
Two or more races-65653577770234605640
Students with Disabilities-454555-3838632333267
Economically Disadvantaged166653416867322615939
English Learners<100<0<<<<<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3666334478742210695931
Female4686532583771711705930
Male264623627371278686032
American Indian<<<<<100<0
Asian<<<<<100<0<<<<
Black3474453-555545-494951
Hispanic85446468756725-757525
White2686632479752112705930
Two or more races-696931-8383179827318
Students with Disabilities-222278-484852-414159
Economically Disadvantaged356544456560355544946
English Learners<<<<<100<0
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7544746116453366756925
Female6615539146148394787322
Male846385486659349726428
American Indian<100<0<100<0
Black-5353476312569-575743
Hispanic9453655<<<<<<<<
White8564844116655347767024
Two or more races<<<<-585842-767624
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged337346385042506726628
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128069201084741612867414
Female9827318886781411877613
Male147965211283711714857215
American Indian<<<<<<<<<100<0
Asian2080602078073207100930
Black260584016968315767124
Hispanic1270583097667249857615
Native Hawaiian<100<0<100<0
White138370171186751414877313
Two or more races783761788678143868314
Students with Disabilities547425355549456565044
Economically Disadvantaged771642947773237807320
English Learners-45455510302070<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188163191689721126906410
Female15826618169074102791659
Male198061201788711226896311
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black4504650-76762410877713
Hispanic10807020671652921745326
White1983641719917292992628
Two or more races13816819487831312887612
Students with Disabilities447425375448462646236
Economically Disadvantaged8696031882741816856915
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7746726783761710837317
Female473692768681149827218
Male9756525879712111857315
Asian<<<<<100<0<100<0
Black253514736561359766824
Hispanic656504497768234888412
White7787022786791411837217
Two or more races47067305656035-898911
Students with Disabilities12493751755484513463354
Economically Disadvantaged461573937572256756925
English Learners<<<<<100<0
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students673672768175195797421
Female577722348581153838017
Male770633087870227756825
American Indian<<<<<<<<<100<0
Asian<<<<<<<<<100<0
Black-444456-717129-626238
Hispanic11726128-8080208857715
White776692478275186807420
Two or more races-88881310958653807720
Students with Disabilities-2929714444156-424258
Economically Disadvantaged163623717472263706730
English Learners<<<<<<<<<100<0
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15897411127967218908210
Female139178987871225908510
Male188668141780632011907910
Asian<100<0<100<0<100<0
Black-858515-474753-808020
Hispanic2558334217675033<<<<
White1690741012837117991829
Two or more races<100<015776223-909010
Students with Disabilities<100<0<<<<<100<0
Economically Disadvantaged108474162727028-888812
English Learners<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7847816108777131192808
Female587831388779131091819
Male9817219128674141392798
Asian<<<<<100<0<100<0
Black-62623827673246817519
Hispanic<<<<12827118595895
White8877913118777131393807
Two or more races48783131097873-888812
Students with Disabilities-4848522626038-757525
Economically Disadvantaged578742257974215908510
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248259181786691422856315
Female228159191587721319856615
Male268458161985661525866114
American Indian<<<<<100<0<<<<
Asian227048301310087044100560
Black1275632578074209756625
Hispanic23856215198869133091619
White258358171887681322856315
Two or more races21816019128067202591669
Students with Disabilities13574443456514411604940
Economically Disadvantaged167357271379662114786422
English Learners5403560<<<<30100700
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6888212790831014887412
Female68680144918796888113
Male79084101088781222886612
Asian<<<<<100<0<100<0
Black68579153827918-646436
Hispanic68983112310077010100900
White6898311690831015897311
Two or more races1080702012948265100950
Students with Disabilities4797521-79792112736227
Economically Disadvantaged575702598475167797121
English Learners<<<<<100<0<100<0
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students35794421
Female34733927
Male36854915
Asian<100<0
Black21795821
Hispanic32865514
White37794221
Two or more races32744226
Students with Disabilities5433857
Economically Disadvantaged24744926
English Learners<<<<
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10776723679722111817019
Female9786922280772010807020
Male127765231078682213826918
Asian<<<<<100<0<100<0
Black-7171292716929-656535
Hispanic<100<01375632511847416
White11786622779732112826918
Two or more races109081107837617694886
Students with Disabilities838316223936613504750
Economically Disadvantaged567623326866324726828
English Learners<<<<<<<<
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178063201885671521856415
Female117968211484691615846916
Male238158192186651426855915
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black4686432-82821813826818
Hispanic892858-1001000<100<0
White187962211985651521846316
Two or more races25946961882651828906210
Students with Disabilities8463854650445013786522
Economically Disadvantaged86254381476622414816819
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<100<0<<<<
Female<<<<<100<0<100<0
Male<<<<<<<<
Black<100<0<100<0
Hispanic<<<<
White<<<<<100<0<<<<
Students with Disabilities<<<<<<<<
Economically Disadvantaged<<<<<100<0<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students25795421
Female18775923
Male33814819
Asian<100<0
Black10655535
Hispanic25856015
White28805220
Two or more races6676133
Students with Disabilities9443556
Economically Disadvantaged18695131
English Learners<<<<
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268156192287651325876213
Female268256182290681027875913
Male258055202285621523876413
Asian<<<<<100<0<100<0
Black1371582978073206837717
Hispanic28785022149076104096564
White278356172490661026876113
Two or more races267448262550255028896111
Students with Disabilities750435084739534433957
Economically Disadvantaged137258281282701816786222
English Learners<<<<<100<0
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students42894711379154939864714
Female43864314409252838874913
Male41915093490561040864614
Black257954212390671026785222
Hispanic297950213279472146853815
White45904510409252838874813
Two or more races32895811682761845874213
Students with Disabilities25664134363603810594941
Economically Disadvantaged268054202784581625815519
English Learners<<<<<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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 94.64 State: 91.04Division: 94.09 State: 91.28Division: 94.78 State: 90.38

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

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten131116130
Kindergarten381379367
Grade 1405392400
Grade 2369394397
Grade 3379373409
Grade 4459379379
Grade 5422454385
Grade 6452435472
Grade 7378454438
Grade 8472392450
Grade 9467478394
Grade 10443458472
Grade 11409416448
Grade 12472409416
Total Students5,6395,5295,557
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students563955295557
Female274527042695
Male289428252862
American Indian201513
Asian423531
Black449426410
Hispanic222247248
Native Hawaiian343
White459744884502
Two or more races306314350
Students with Disabilities581634679
Not Students with Disabilities505848954878
Economically Disadvantaged221121341991
Not Economically Disadvantaged342833953566
English Learners384147
Not English Learners560154885510
Homeless942
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2015-2016 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision1661981901723
State4917334246347093350192269
FemaleDivision98915064
State268261510112433531834822
MaleDivision681071401119
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision8220015
State79001054014302301415981
HispanicDivision590000
State44244514381851538310
WhiteDivision1451571601518
State300171650514315601740817
Two or more racesDivision693010
State222313111283616089
Students with DisabilitiesDivision22419040
State946531134691091067120
Economically DisadvantagedDivision2158801011
State921814811194032621251240
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 Students42338390.538390.5174
Female20419495.119495.162.9
Male21918986.318986.3115
American Indian0<100<10000
Asian0<100<10000
Black363083.33083.312.8
Hispanic14141001410000
White35131890.631890.6154.3
Two or more races191894.71894.715.3
Students with Disabilities494591.84591.848.2
Economically Disadvantaged1088780.68780.6109.3
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken60 / 3.35%109 / 6.19%59 / 3.41%
Advanced Placement Course Enrollment128 / 7.15%194 / 11.02%120 / 6.94%
Dual Enrollment411 / 22.95%408 / 23.17%398 / 23.01%
Governor’s School Enrollment27 / 1.51%21 / 1.19%16 / .92%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

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

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

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision41922347
State807645806228
FemaleDivision22014036
State410163155223
MaleDivision1998358
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision442348
State175771162334
HispanicDivision14<100
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision33117946
State467663441226
Two or more racesDivision19<100
State3210234527
Students with DisabilitiesDivision30<100
State5865307548
Economically DisadvantagedDivision1205257
State228881345141
English LearnersDivision0<100
State5050327035
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI AssessmentsDivision533850
 State502439714139
State LicensuresDivision191013
 State90516731790
Industry CertificationDivision23134297
 State6932189541100544
Workplace ReadinessDivision129314275
 State283493366530775
Total Credentials EarnedDivision224496635
 State103599128850137248
Students Earning One or More CredentialsDivision203408423
 State86257104867109089
CTE CompletersDivision185181149
 State419243929142404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
60.762.463.3

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20134,530.004,723.00796.00
2013-20144,251.004,894.00621.00
2014-20154,384.005,093.00597.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students4957472142253504839414820149114231722074955422156191
Female2381226671192483195649224042137510024042018189
Male257624675134256519984109250721097107255122175102
American Indian1751216310931210122
Asian38212382113410130102
Black40231101940634612411241314375341012
Hispanic1841655220157623983223923611
Native Hawaiian0000000000000000
White4063392114212409131512416539383571431743991326127144
Two or more races24926111327325817277291214306371120
Students with Disabilities458642140521492026537692626558722126
Economically Disadvantaged1734231791471957213831221887223104118175521977118
English Learners33201414024110048306
Homeless101049438182075215
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students94.9394.6194.55
Female94.9994.6394.52
Male94.8894.5994.57
American Indian93.6390.5692.77
Asian95.9896.3795.95
Black95.8295.4995.43
Hispanic95.0795.6894.53
Native Hawaiian92.3492.3296.18
White94.8694.4994.53
Two or more races94.5994.3293.59
Students with Disabilities94.3993.9293.96
Economically Disadvantaged93.8293.5793.44
English Learners95.6996.7994.03
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses54
Technology Offenses13
Offenses Against Student49
Offenses Against Staff<
Weapons Offenses24
Property Offenses31
All Other Offenses132
Other Offenses Against Persons187
Disorderly or Disruptive Behavior Offenses344
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.355.9.271.44.234.76
Asian.745.633.558
Black7.96214.717.70512.397.37811.01
Hispanic3.9372.944.4671.334.4634.36
Native Hawaiian.053.072.054
White81.52273.0881.17274.3481.01575.14
Two or more races5.4268.375.67911.56.2988.73
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.355.271.234
Asian.745.633.558
Black7.9626.457.7058.77.37816.13
Hispanic3.9379.684.4678.74.4636.45
Native Hawaiian.053.072.054
White81.52277.4281.17265.2281.01558.06
Two or more races5.4266.455.67917.396.29819.35
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.355.271.234
Asian.745.633.558
Black7.9627.7057.378
Hispanic3.9374.46733.334.463
Native Hawaiian.053.072.054
White81.52210081.17266.6781.01580
Two or more races5.4265.6796.29820
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students36.6536.3635.06
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students34.836.535.21
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students80.6478.5477.81
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

2014-2015 Grades K-7 Student Teacher Ratio: 13.18 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 14.44 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional3%4%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201442%54%2%2%
2014-201542%54%2%2%
2015-201641%53%2%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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