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General school information

Division: Goochland County Public Schools
Address: 2938-I River Rd W Goochland, VA 23063-0169
Superintendent: Dr. Jeremy J. Raley
Region: 1
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 Schools5
Fully Accredited5

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 StudentsDivision9392
 Virginia8586
FemaleDivision9790
 Virginia8989
MaleDivision8993
 Virginia8283
American IndianDivision100100
 Virginia8484
AsianDivision100100
 Virginia9092
BlackDivision9089
 Virginia7979
HispanicDivision<<
 Virginia7676
WhiteDivision9593
 Virginia8990
Two or more racesDivision100<
 Virginia8889
Students with DisabilitiesDivision6767
 Virginia5353
Economically DisadvantagedDivision9171
 Virginia7575
English LearnersDivision<<
 Virginia6767
Gap Group 2Division9089
 Virginia7979
Gap Group 3Division<<
 Virginia7676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228665142086661420856515
Female269064102289671123886512
Male188365171884651616826618
Asian146450362988591226583242
Black9726328871632910685932
Hispanic13695731569643112806820
White2691659249267823906710
Two or more races158167191882641816786222
Students with Disabilities945365575245486544846
Economically Disadvantaged1071612987365278726528
English Learners657514335653447686132
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237956211279672119745526
Female258459161581671919735427
Male217352271078682219755725
Asian<<<<<100<0<<<<
Black5645936367643312483652
Hispanic-828218<<<<20735327
White288153191584691622836117
Two or more races<100<0<<<<10706030
Students with Disabilities1739226133431667484152
Economically Disadvantaged1358444297061304534947
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3291599339259821826118
Female3394616369256821826118
Male30875713309262821826118
Asian<100<0<<<<<100<0
Black127260281378652214695431
Hispanic<<<<982731810807020
White3694586389557524886412
Two or more races<100<0<100<08585042
Students with Disabilities12625038167458264504650
Economically Disadvantaged127665241183721711756425
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348652143487531327896211
Female479044103590541031905810
Male258358173384511622886512
Asian<<<<<100<0<<<<
Black11756425287245288756725
Hispanic7645736<<<<1891739
White4493497379053103093637
Two or more races27825518<100<0<100<0
Students with Disabilities9352665968593213695631
Economically Disadvantaged147359271274612616806420
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218362172177572326906310
Female24896511248459163294626
Male187658241872542821866514
Asian<100<0<<<<<100<0
Black1477642335653447756825
Hispanic<<<<7676033<<<<
White23866314288457163293617
Two or more races<<<<18826418<<<<
Students with Disabilities11392861-3333676615639
Economically Disadvantaged1762453846056408827418
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22886612219171919856615
Female2891639249470628906210
Male158570151788721212817019
Black5635837582771810736327
Hispanic18644536<<<<6837817
White2697703249571524896611
Two or more races<100<0<<<<18826418
Students with Disabilities52621745585342-414159
Economically Disadvantaged670643057772234736927
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138168191484701619836417
Female198466161587721322886612
Male87870221380672016776123
Black10695931562563812645236
Hispanic27734527-606040<<<<
White14897411179274820886812
Two or more races-606040<<<<<<<<
Students with Disabilities3353265103020705605540
Economically Disadvantaged572672855853427696231
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1195845793867692868
Female1296844694886797893
Male11958458938475888312
Asian<<<<<100<0<<<<
Black986771458177195807620
Hispanic<<<<8857715-1001000
White1399851898902796894
Two or more races<<<<<100<0<<<<
Students with Disabilities9776823977682314645036
Economically Disadvantaged484801668680146817519
English Learners<<<<<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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 Students168064201580642023825918
Female228562151986681432885612
Male107666241273612715776223
Asian<100<0<<<<
Black7645736558534215685332
Hispanic11817019-65653513665334
White218766132087681328886012
Two or more races973642787567256898311
Students with Disabilities4484552104031605403560
Economically Disadvantaged6716429459554112675533
English Learners<<<<<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207757232076562531835217
Female29835417248359173891539
Male107060301667513323745126
Black10655535839326120604040
Hispanic18826418-50505020503050
White248258182487631334885412
Two or more races13675333<<<<<100<0
Students with Disabilities3312869-2121795454055
Economically Disadvantaged8665834544405620624238
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138471161283721717826518
Female158670141490761026845816
Male11827218107868229797021
Asian<100<0<<<<
Black4636037472682813715829
Hispanic6817519-7777239736427
White18917491687721321876613
Two or more races<<<<<<<<-838317
Students with Disabilities4716729175739435383262
Economically Disadvantaged475702547067307696231
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

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 Students118472161283711714857215
Female128674141286731413877413
Male118271181281691914837017
Asian17836717359459635804520
Black568633267164296746826
Hispanic682761837471269766624
White148875121488731216897311
Two or more races974662678174197766924
Students with Disabilities751444975649447564944
Economically Disadvantaged574692667367277756925
English Learners5746826974652611705930
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218059201576612424755025
Female238158191272592819705130
Male197960211779622129795021
Asian<<<<<100<0<100<0
Black5454155114331577514449
Hispanic<<<<<<<<27674033
White248762131686701428845516
Two or more races<<<<<<<<18553645
Students with Disabilities1750335074134597443756
Economically Disadvantaged10645436955464511584742
English Learners<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3592578389254827876013
Female3792558409252824886412
Male3393607379356730865614
Asian<100<0<<<<<<<<
Black29795021983741717866914
Hispanic1070603018826418<<<<
White3996574449651432905810
Two or more races<100<0<<<<-737327
Students with Disabilities127362272163423714574343
Economically Disadvantaged148269182189681111837117
English Learners<<<<<<<<<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228563152585601526876113
Female239067101984651629835417
Male21816019328654142493697
Asian<100<0<100<0<<<<
Black4676333216443368837517
Hispanic15776223<<<<27825518
White28936572890621030895811
Two or more races<<<<<100<0<100<0
Students with Disabilities44843521467523320533347
Economically Disadvantaged67972211175642519856615
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1188761311938271593787
Female129179914958151394826
Male118473169928381792758
Asian<100<0<100<0<100<0
Black177457263908710-91919
Hispanic<<<<-909010<<<<
White1090811015958051894766
Two or more races<<<<<<<<<<<<
Students with Disabilities11564444-717129-848416
Economically Disadvantaged1078682228886123908710
English Learners<100<0<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<<<<<100<0-242476
Female<<<<<<<<
Male<100<0<100<0-171783
Black<<<<<100<0<<<<
White<100<0<<<<
Students with Disabilities<<<<<100<0-8892
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students479752128078206878113
Female58883123878413894866
Male370683027371275827718
Black-60604036461366837817
Hispanic7797121-626238-909010
White585801538582157888112
Two or more races<<<<<<<<<<<<
Students with Disabilities348455274841528645636
Economically Disadvantaged567623326361372797721
English Learners<<<<<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186851458278182828018
Female28684147898211391889
Male186851417574251737327
Black-747426-777723-676733
Hispanic-8080205847916-727228
White290881068478163868314
Two or more races-808020<<<<<<<<
Students with Disabilities-575743-545446-555545
Economically Disadvantaged-797921-747426-686832
English Learners<<<<<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students373702737471266847816
Female376732437572257857815
Male369663127270286837817
Black-5353472575543-636338
Hispanic-92928-575743-757525
White57873223817819991829
Two or more races<<<<-707030<<<<
Students with Disabilities-292971-454555-606040
Economically Disadvantaged-595941-616139-686832
English Learners<100<0<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students391879891849895875
Female3908710993857993847
Male4928887898311796894
Asian<<<<<100<0
Black-898911291889393907
Hispanic7100930-878713<<<<
White4928881092818996874
Two or more races<<<<<100<0<<<<
Students with Disabilities-505050-565644-707030
Economically Disadvantaged-8686142888612-898911
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

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 Students138472161886671419866714
Female128472161787701317877013
Male138471162084651620856515
Asian<100<0<<<<17836717
Black5696331106959315696431
Hispanic1077682346864328726428
White1590751022917092392698
Two or more races6726628881721914786522
Students with Disabilities452494884941518554645
Economically Disadvantaged475712567468267706430
English Learners-55554565650444635838
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3488541244924883794576
Female3789521146914593393607
Male3288561242935174194536
Asian<100<0<100<0<<<<
Black18755725347238289867714
Hispanic21573643<<<<991829
White409656447974934395525
Two or more races27825518<100<0<100<0
Students with Disabilities46157392386641425815619
Economically Disadvantaged207859221982631816866914
English Learners<<<<<<<<<100<0
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88779131486721420826118
Female88779131288771219846516
Male88778131684671621805820
Black-616139-636338-656535
Hispanic87567251050405012594741
White1094846179275826896311
Two or more races<<<<<<<<18826418
Students with Disabilities-30307054541553434057
Economically Disadvantaged-696931-6969314646036
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37874221281691913867314
Female37875221582661811897811
Male4777323981721914826918
Black-68683297162293636137
Hispanic-777723-7373278696231
White5837817158772131693777
Two or more races<<<<-646436<<<<
Students with Disabilities-565644-2727736413559
Economically Disadvantaged-64643637269284625738
English Learners<<<<<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68175191178662216887212
Female5817519882741816836717
Male6827518157358271794776
Asian<100<0<<<<
Black-767624-6363389827318
Hispanic-696931-757525<<<<
White9857615178266182192718
Two or more races<<<<<<<<<<<<
Students with Disabilities<<<<-424258<100<0
Economically Disadvantaged-73732737471268776923
English Learners<<<<<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14877313119180911837217
Female1387731379285810847516
Male148773131790741012827018
Asian<100<0<100<0<100<0
Black76659345736827-575743
Hispanic16100840-7070307716429
White179376714978331491769
Two or more races-878713<<<<-707030
Students with Disabilities5544946-414159-545446
Economically Disadvantaged28482162716929-676733
English Learners<100<0<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students319261833925983392588
Female269265833925983091619
Male359358734935973792568
Asian<100<0<<<<<<<<
Black158266181779612118836517
Hispanic168974112587621322856315
White369559538965843895575
Two or more races148470161882651821836217
Students with Disabilities227351271364513614665234
Economically Disadvantaged168771131784671620846416
English Learners5716729227250289554545
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1589741113917891792758
Female6888213129079106908410
Male2390681014927882694686
Asian<100<0<100<0
Black10807020-7676243838117
Hispanic<<<<-868614<<<<
White179376717957852195745
Two or more races<<<<<100<0<<<<
Students with Disabilities672672866761336817519
Economically Disadvantaged480762098374172908810
English Learners<<<<<<<<<<<<
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239067102690641022886612
Female188768132686601420886812
Male2893657259368724896511
Black3817819238158195686232
Hispanic982731813887513-737327
White319564530946462895675
Two or more races<<<<-707030<<<<
Students with Disabilities8776923-5656445373263
Economically Disadvantaged-787822138673149655635
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22896811288960113191609
Female198667142988591329885912
Male2492688289062103495615
Asian<100<0
Black37370272174542614867214
Hispanic211007904090501014867114
White289365730946364094546
Two or more races<<<<<<<<<<<<
Students with Disabilities29795021-5757434615739
Economically Disadvantaged128877121573592714867314
English Learners<100<0<<<<<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students27987123510065041100590
Female271007303010070033100670
Male27976934110059052100480
Black15907510<100<0<100<0
Hispanic<100<0<100<0<100<0
White321006803610064044100560
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<100<0
Economically Disadvantaged1010090015100850<100<0
English Learners<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students329260839925483794577
Female309364738945664294526
Male3590551039915193293617
Black14816719978692224846016
Hispanic<100<0<<<<31774623
White409555548985023896584
Two or more races-808020<100<0<100<0
Students with Disabilities10574743-404060-707030
Economically Disadvantaged15857015971622922846316
English Learners<100<0<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students659833262963445692368
Female589941163973435095455
Male7298262619433661902910
Asian<100<0<<<<<100<0
Black56923682777502340894911
Hispanic301007005510045050100500
White699930167993216394316
Two or more races<100<0<<<<20705030
Students with Disabilities46965045088381330744426
Economically Disadvantaged4596514389658439895011
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: >95 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-kindergarten385577
Kindergarten141184150
Grade 1195160187
Grade 2171203163
Grade 3173185219
Grade 4181187191
Grade 5169196189
Grade 6195179203
Grade 7200195182
Grade 8202202207
Grade 9191233217
Grade 10196188227
Grade 11199183185
Grade 12187217197
Total Students2,4382,5672,594
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 Students243825672594
Female115212401263
Male128613271331
American Indian321
Asian273129
Black433444437
Hispanic135156180
White175018281826
Two or more races90106120
Students with Disabilities295339336
Not Students with Disabilities214322282258
Economically Disadvantaged642698762
Not Economically Disadvantaged179618691832
English Learners606376
Not English Learners237825042518
Homeless201610
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 StudentsDivision128696051
State4917234247347693750052232
FemaleDivision63221011
State268261510012453531829806
MaleDivision65475040
State2234619147223158431761426
American IndianDivision<<<<0<
State110112125285
AsianDivision<<<<0<
State44281223901613062
BlackDivision12174000
State78991054114312301412964
HispanicDivision<<<<<<
State44244511381851536311
WhiteDivision106452031
State300171650814345631731798
Two or more racesDivision<<<<<<
State222313111283715989
Students with DisabilitiesDivision2126000
State946530734751091062120
Economically DisadvantagedDivision15245011
State921814810194032821221221
English LearnersDivision<<<<<<
State448206829417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students20920397.120397.152.4
Female888697.78697.711.1
Male12111796.711796.743.3
American Indian0<100<10000
Asian0<100<10000
Black33331003310000
Hispanic0<<<<<<
White15715397.515397.531.9
Two or more races0<<<<<<
Students with Disabilities20201002010000
Economically Disadvantaged464495.74495.712.2
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 Taken139 / 17.98%128 / 15.59%119 / 14.41%
Advanced Placement Course Enrollment204 / 26.39%205 / 24.97%238 / 28.81%
Dual Enrollment86 / 11.13%112 / 13.64%128 / 15.5%
Governor’s School Enrollment22 / 2.85%25 / 3.05%27 / 3.27%
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 StudentsDivision17311534
State800255757828
FemaleDivision745427
State404623112623
MaleDivision996138
State395632645233
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision321747
State171671128134
HispanicDivision0<100
State8077522035
WhiteDivision1268731
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision16<100
State5663303146
Economically DisadvantagedDivision301647
State224061294542
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
CTE CompletersDivision379553
 State392914240439528
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11723613055.1%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students14431119663%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students12628219569.1%
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
6365.566.3

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
2012-20137,726.002,599.00686.00
2013-20147,653.002,818.00619.00
2014-20158,129.002,587.00662.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students23091122937234010130362398124425323481623580
Female11305292211125291911775416181155891631
Male1179602015122849211712217026351193731949
American Indian0000000000000000
Asian28000280003000029200
Black43120101041916494091691440527414
Hispanic1229021387101561121170926
White16427617211661702223170286283516391122750
Two or more races817249183498103310311210
Students with Disabilities2511887273145102801571326729912
Economically Disadvantaged609491517654491222641582029696632444
English Learners57200635006360078203
Homeless14410334141730217122
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students96.0995.9595.31
Female96.0196.195.49
Male96.1795.8195.13
American Indian98.7694.9282.22
Asian98.0997.4496.59
Black96.6296.0295.82
Hispanic95.8396.195.23
Native Hawaiian91.37
White96.0195.9295.24
Two or more races94.7695.5394.41
Students with Disabilities95.3895.0794.34
Economically Disadvantaged94.9694.8894.01
English Learners95.6195.895.74
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 Offenses<
Offenses Against Student17
Offenses Against Staff<
Weapons Offenses<
Property Offenses12
All Other Offenses<
Other Offenses Against Persons40
Disorderly or Disruptive Behavior Offenses59
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2040.1230.078
Asian1.1421.1071.208
Black19.13524.2917.7627.9117.29638.71
Hispanic5.15.5372.336.0773.23
Native Hawaiian
White70.50268.5771.7861.6371.21252.69
Two or more races3.9177.143.6928.144.1295.38
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2040.1230.078
Asian1.1421.1071.208
Black19.13517.7617.296
Hispanic5.15.5376.077
Native Hawaiian
White70.50271.7871.212100
Two or more races3.9173.6921004.129
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2040.1230.078
Asian1.1421.1071.208
Black19.13517.7617.296
Hispanic5.15.5376.077
Native Hawaiian
White70.50271.7871.212
Two or more races3.9173.6924.129
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 Students27.5927.4526.05
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Students34.0330.3335
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 Students73.1370.8370.59
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 11.61 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 11.95 : 1

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Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%3%
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 Schools100%1%1%
High Poverty---
Low Poverty100%1%-
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
2014-201550%48%1%1%
2015-201648%49%1%2%
2016-201744%53%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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