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General school information

Division: Greene County Public Schools
Address: 40 Celt Road Stanardsville, VA 22973
Superintendent: Dr. Andrea Whitmarsh
Region: 5
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 StudentsDivision909292
 Virginia858687
FemaleDivision939795
 Virginia898990
MaleDivision888989
 Virginia828384
American IndianDivision<100
 Virginia848481
AsianDivision100100100
 Virginia909293
BlackDivision848986
 Virginia797981
HispanicDivision1008190
 Virginia767675
WhiteDivision919393
 Virginia899091
Two or more racesDivision85100<
 Virginia888989
Students with DisabilitiesDivision8665<
 Virginia535354
Economically DisadvantagedDivision828583
 Virginia757578
English LearnersDivision10082
 Virginia676762
Gap Group 2Division848986
 Virginia797981
Gap Group 3Division1008190
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157156291375622514756225
Female187759231679622118816419
Male126653341072612810706030
American Indian<100<0<<<<<<<<
Asian179780314937973396634
Black761533936764336716529
Hispanic8615339116555358665934
Native Hawaiian<100<0<100<0<100<0
White177356271577622315776223
Two or more races1065553596960316706430
Students with Disabilities731246963125696322568
Economically Disadvantaged957484356054406635737
English Learners429257164035604413759
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186446361569543112665434
Female206848321873552715725728
Male16604440126553359615139
Asian<100<0<100<0<100<0
Black656504410706030-606040
Hispanic854464686052405484352
White206645341769533114685432
Two or more races93627641369563110706030
Students with Disabilities436326462418764262274
Economically Disadvantaged1244325675346476524648
English Learners<<<<6443956-353565
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186345371470563015755925
Female237047301672572815826718
Male135442461268563215695331
Asian<100<0<100<0<<<<
Black21523148-57574313675333
Hispanic5484352125947419595041
Native Hawaiian<100<0<100<0
White206445361572572817786122
Two or more races77164296676133-717129
Students with Disabilities1627117334845526352965
Economically Disadvantaged950415055550455635837
English Learners6383163<<<<6504450
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167256282274532617786122
Female197960212478542220826118
Male146754331970513013746126
Asian<100<0<<<<<100<0
Black-636338136350385686332
Hispanic156045401770523013675333
White187558252476532419806120
Two or more races14594541167458266767124
Students with Disabilities32118793242276-383863
Economically Disadvantaged96051401158474213655335
English Learners-363664-333367<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146955311073632715665234
Female187759231479652123755225
Male1262513876761336585242
Asian<100<0<100<0<100<0
Black5534747-61613910554545
Hispanic4575243-61613910706030
White167357271375622516685132
Two or more races15463154465623511675633
Students with Disabilities1232216831613845171283
Economically Disadvantaged855474535754434514849
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247551251282691811806920
Female258156191886681417856915
Male2469453177770237766924
Asian<<<<<100<0<100<0
Black-646436-848416-797921
Hispanic1353404715705530-696931
White287748231484711614826818
Two or more races179275885042504787422
Students with Disabilities7312469143824626322668
Economically Disadvantaged1659434157166296696331
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87264281369573118796121
Female128069201274612623866314
Male56560351364523612725928
Asian<100<0<<<<<100<0
Black12645236-54544611847416
Hispanic137563251153424714735927
White87365271572572819806120
Two or more races<<<<8756725-454555
Students with Disabilities3211879929207114342166
Economically Disadvantaged564593644945516676133
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students485821578982116868114
Female390871010897911891839
Male482781849086103827918
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black-757525-808020-94946
Hispanic-82821812887612-878713
White586811479083105868114
Two or more races-92928<<<<8696231
Students with Disabilities-565644-505050<<<<
Economically Disadvantaged178772217978213817819
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 Students157257282075562519745526
Female248359172582571828865814
Male86455361569543110635337
American Indian<100<0<100<0<100<0
Asian<100<0<100<083100170
Black457524384840535686232
Hispanic187961211069593116786222
White177356272279572119755625
Two or more races5686332106050409504150
Students with Disabilities4201680122197916382262
Economically Disadvantaged105848421158474211604940
English Learners<<<<<<<<
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136855321968503216695331
Female227957212475502525825718
Male7605340136149398574943
Asian<100<0<100<0<100<0
Black95748435413659-585842
Hispanic20876713773672720806020
White146753332172512817705330
Two or more races<<<<8423358-363664
Students with Disabilities373931212-8813301770
Economically Disadvantaged85850421250385010554445
English Learners<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659242183621722805820
Female2889611125916593292598
Male106858321776602412695731
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black-5757431156444411786722
Hispanic156954311464503612766524
White208060202487631321816019
Two or more races10605040<<<<18644536
Students with Disabilities540356013443156<<<<
Economically Disadvantaged13574443968593213695631
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 Students137865221375622512766524
Female168267181580652013816819
Male117463261271592911726128
American Indian<100<0<<<<<<<<
Asian34976332910071034100660
Black871632986760335656035
Hispanic11726228116857326676133
Native Hawaiian<100<0<<<<<100<0
White147965211577622313786522
Two or more races671652956964316746826
Students with Disabilities636306473528656342966
Economically Disadvantaged766583476355385635837
English Learners649435164841521494851
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126957311166553414685432
Female147056301067583312705830
Male106757331265533515665034
Asian<100<0<100<0<100<0
Black669633110403060-404060
Hispanic-424258-4646545555045
White147057301369563116705430
Two or more races9554545773672710807020
Students with Disabilities437336332421765272373
Economically Disadvantaged656504424643541565544
English Learners<<<<-393961-505050
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137260281674582613685532
Female137764231876592411675533
Male136754331572562814685532
Asian<100<0<100<0<100<0
Black10736327771642920604040
Hispanic555504513443156-505050
Native Hawaiian<100<0<100<0
White157459261777602315705530
Two or more races-6464366676133-646436
Students with Disabilities932236834138596241876
Economically Disadvantaged655504585850423555245
English Learners6383163<<<<-505050
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207354271466513426815519
Female258055201573572728835517
Male166852321358454224795521
Asian<100<0<100<0<100<0
Black12655335854464611726128
Hispanic167458261770523013635038
White207555251567523329845516
Two or more races135743431156444412766524
Students with Disabilities321187981911816352965
Economically Disadvantaged96253381247365317685132
English Learners-6464368423358<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15846916128069205747026
Female14867314158468167827618
Male1682661897869223666434
Asian<100<0<100<0<100<0
Black1761443911837217-717129
Hispanic1981621912827118-616139
White16887212137865226767024
Two or more races-777723-8888136787222
Students with Disabilities1859414193425667453855
Economically Disadvantaged1175652587467264656135
English Learners<<<<<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177962212079582112776523
Female168569152280582018846616
Male18725428187759237716529
Asian<<<<<100<0<100<0
Black4716729177256285686432
Hispanic18826518107667246787222
White198062202281601913786522
Two or more races982731875043508716329
Students with Disabilities733266717412459615985
Economically Disadvantaged11706030126856326635737
English Learners<<<<<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166663435754433646136
Female-72722846964312767524
Male163613814543554545046
Black6767124-484852<<<<
Hispanic<<<<-5858428696231
White-65653545954413676433
Two or more races<<<<<<<<-606040
Students with Disabilities32926711024147614362164
Economically Disadvantaged162613834643544514749
English Learners<<<<<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students484801657671243747126
Female59489688678145837817
Male378742236865322676533
Asian<100<0<100<0<100<0
Black-717129-717129-585842
Hispanic-88881210766724-626238
White584791667872224797421
Two or more races-909010-505050-636338
Students with Disabilities-383862-515149-323268
Economically Disadvantaged273712726766332636137
English Learners<<<<<<<<-363664
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10847316138472168898011
Female14847116128674141091819
Male8837517138370176868014
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black97364276676133892838
Hispanic2791649147964211294826
White10857515148672148877913
Two or more races-707030-868614<100<0
Students with Disabilities-424258-555545-91919
Economically Disadvantaged772652837774234807620
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students349461629997012698712
Female4495525319968126100740
Male2393707271007302796694
Asian<100<0<100<0<100<0
Black9827318189476610100900
Hispanic10807020<100<0<<<<
White3597623291007102698722
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<100<0<100<0
Economically Disadvantaged26845816261007401896794
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

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 Students138370171581661915836817
Female148470161583691714867114
Male128270181579642115806520
American Indian<100<0<100<0<<<<
Asian4010060024926882596714
Black274722667065304726828
Hispanic973642777467267756825
White148671141783661717856815
Two or more races6696331107767239797021
Students with Disabilities142415864236584444056
Economically Disadvantaged573682766762337716329
English Learners85042506423658-484852
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107362271573582717786122
Female87163291574602612806820
Male127462261572572823775423
Asian<100<0<<<<<<<<
Black-565644961523912655335
Hispanic57974219787022-606040
White117564251674572619826318
Two or more races45248481679632118765924
Students with Disabilities33229683353265-353565
Economically Disadvantaged5676233556514410685832
English Learners9736427-424258<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138571151780642019816319
Female138371171382691824846116
Male148672142178582214796521
Asian<100<0<100<0<100<0
Black-808020-646436-747426
Hispanic12655335667613314715729
White168872122283611722856315
Two or more races<<<<-8383179554545
Students with Disabilities-424258940306010413159
Economically Disadvantaged573682756459366696331
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168771131683671717856815
Female20937372188671217907310
Male138269181178672217806420
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black867583347369279827318
Hispanic-777723585801514867114
White179072101883651719856615
Two or more races<<<<148673149736427
Students with Disabilities-484852-373763-424258
Economically Disadvantaged177752387265287756825
English Learners<<<<10706030<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1993747128674149898111
Female2292708139178910897811
Male1794776118069206908410
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black<<<<8837517-878713
Hispanic<<<<<<<<<<<<
White18957751187761310897911
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged149177977770234868214
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108272181286741410837317
Female1084741698677148877913
Male98071201385721512786722
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black-8383178766824-606040
Hispanic107162297605340-787822
White118373171390771011857415
Two or more races-777723-626238<100<0
Students with Disabilities-4242583535047-484852
Economically Disadvantaged573682747470265666034
English Learners<<<<<<<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228563152084641622815919
Female248663141784671622846216
Male208364172283611722785622
American Indian<100<0<<<<<100<0
Asian46965042510075036100640
Black78376171177662310766624
Hispanic77871221574582611705930
Native Hawaiian<100<0<100<0
White258661142186651424835917
Two or more races167963211771542918685033
Students with Disabilities950425055247484433957
Economically Disadvantaged97364271171612910665634
English Learners-47475365852426514649
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11857415108877126807320
Female1484701668983117847716
Male9867714148672146767024
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black-8585155797421-808020
Hispanic-80802013816919-727228
White1485721598979116817419
Two or more races<<<<<<<<6716529
Students with Disabilities-575743-606040-414159
Economically Disadvantaged571672967872223686532
English Learners<<<<<<<<9554545
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228361171789721123866314
Female238663141790721019897111
Male208060201788711228835517
Asian<100<0<100<0<100<0
Black492888188971118756725
Hispanic57468261772562810766724
White25835817189173925886312
Two or more races10716229-69693130906010
Students with Disabilities5403560-6363375585342
Economically Disadvantaged8726428978692211726128
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students22815919247450265092428
Female217958213078482242100580
Male228361171367533357862914
Asian<100<0
Black<<<<<100<0
Hispanic<<<<<<<<<<<<
White25795521297546255796394
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged452484815382362<<<<
English Learners<<<<<<<<
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138775131379662117816419
Female16907510779722119826318
Male108575151878602214806620
Asian<100<0<100<0<100<0
Black4777323-64643616796321
Hispanic137563251172612815756025
White149076101481661917836617
Two or more races<<<<177558259453655
Students with Disabilities-484852-313169-353565
Economically Disadvantaged776682446258385686332
English Learners<<<<<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238460162382591825805520
Female218867132383601727835617
Male268054202381581924785422
Asian<<<<<100<0<100<0
Black-767624117968215797421
Hispanic138169191981631918654735
White278558152583581728835517
Two or more races17836717-58584222704830
Students with Disabilities-47475384032603333067
Economically Disadvantaged11736227672662811635137
English Learners<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students348652143482471834754125
Female378548153083531734784422
Male308656143880422033723928
Asian<100<0<100<0<100<0
Black218664142164433623623838
Hispanic57773231363503817614439
Native Hawaiian<100<0<100<0
White378749133786491436784122
Two or more races437936213972332821573643
Students with Disabilities1447335376457363322968
Economically Disadvantaged157863222170493018634537
English Learners-636338<<<<8585042
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: 88.75 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-kindergarten786253
Kindergarten241224197
Grade 1239244222
Grade 2233245245
Grade 3242237246
Grade 4276244241
Grade 5254263241
Grade 6241250264
Grade 7239242245
Grade 8234248240
Grade 9251241247
Grade 10248251255
Grade 11201243238
Grade 12211202243
Total Students3,1883,1963,177
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 Students318831963177
Female146415021517
Male172416941660
American Indian997
Asian566153
Black255263244
Hispanic243247273
Native Hawaiian222
White243124022368
Two or more races192212230
Students with Disabilities438436422
Not Students with Disabilities275027602755
Economically Disadvantaged136111921361
Not Economically Disadvantaged182720041816
English Learners136140168
Not English Learners305230563009
Migrant22
Homeless614840
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision1231033038
State4977134413270494355291988
FemaleDivision69391021
State27208151939333271895690
MaleDivision54642017
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision<<<<0<
State45721127821711655
BlackDivision1081000
State79241059810692161508849
HispanicDivision8100001
State47494925291891967259
WhiteDivision93822036
State299791609911555741732722
Two or more racesDivision<<<<0<
State23621474924317496
Students with DisabilitiesDivision<<<<0<
State1022602927041321179106
Economically DisadvantagedDivision24401026
State959315817159242326561135
English LearnersDivision<<<<0<
State1518329526533162780
HomelessDivision<<<<0<
State203617882423755
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students24022995.422995.431.3
Female11210997.310997.321.8
Male12812093.812093.81.8
American Indian0<100<10000
Asian0<100<10000
Black19191001910000
Hispanic191894.71894.700
White18617795.217795.231.6
Two or more races0<<<<00
Students with Disabilities0<100<10000
Economically Disadvantaged736589658922.7
English Learners0<100<10000
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 Taken66 / 7.26%123 / 13.18%109 / 11.09%
Advanced Placement Course Enrollment95 / 10.45%148 / 15.86%145 / 14.75%
Dual Enrollment163 / 17.93%183 / 19.61%216 / 21.97%
Governor’s School Enrollment - - -
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 StudentsDivision19913831
State800255758028
FemaleDivision906033
State404623112723
MaleDivision1097828
State395632645333
AsianDivision0<100
State5267459213
BlackDivision161225
State171671128234
HispanicDivision13<100
State8077522135
WhiteDivision15410830
State457593374926
Two or more racesDivision11<100
State3387249826
Students with DisabilitiesDivision11<100
State5663303146
Economically DisadvantagedDivision502452
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision---
 State397141393623
State LicensuresDivision221715
 State167317901964
Industry CertificationDivision43176178
 State89541100544109590
Workplace ReadinessDivision31917
 State336653077542313
Total Credentials EarnedDivision96202210
 State128850137248157490
Students Earning One or More CredentialsDivision78195197
 State104867109089126113
CTE CompletersDivision1099498
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students11519712865%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students10620112260.7%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students12021413462.6%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
69.368.769.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20143,719.005,125.00532.00
2014-20153,602.005,539.00598.00
2015-20163,508.005,623.00662.00

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students29701352432295316148702820253941122781340121175
Female13865691913707017261350101455213361635381
Male158479151315839131441470152496014451776894
American Indian0000000000000000
Asian59000522005900156110
Black2511002255122423321511211311715
Hispanic21181422415632471811526829621
Native Hawaiian0000000000000000
White226810623212239118375620861876988205225881123
Two or more races171110517313371912687191211414
Students with Disabilities371245336829119338461313301581129
Economically Disadvantaged1177991923117193355010511506271110318984104
English Learners13361412312631409621622049
Homeless635245566645759409716
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 Students96.0294.5493.46
Female96.1494.6493.57
Male95.9394.4693.36
American Indian94.8391.6284.03
Asian97.6198.1696.99
Black96.8995.1793.13
Hispanic96.1195.3193.58
Native Hawaiian93.8910098.6
White95.9694.3893.44
Two or more races95.293.7693.22
Students with Disabilities95.393.6591.86
Economically Disadvantaged95.0993.0792.06
English Learners95.2695.6893.89
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses29
Technology Offenses<
Offenses Against Student11
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses23
Other Offenses Against Persons105
Disorderly or Disruptive Behavior Offenses184
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2830.2820.220.43
Asian1.7580.391.9111.668
Black8.00615.758.23911.897.6814.96
Hispanic7.631.577.7383.288.5935.98
Native Hawaiian0.0630.0630.063
White76.32774.0275.25172.9574.53667.09
Two or more races6.0288.276.64211.897.2411.54
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2830.2820.22
Asian1.7581.9111.668
Black8.0068.23916.677.68
Hispanic7.637.7388.593
Native Hawaiian0.0630.0630.063
White76.3278075.2515074.536
Two or more races6.028206.64233.337.24
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2830.2820.22
Asian1.7581.9111.668
Black8.0068.2397.68
Hispanic7.637.7388.593
Native Hawaiian0.0630.0630.063
White76.32710075.25174.536
Two or more races6.0286.6427.24
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 Students39.0238.7239.75
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 Students35.934.5734.7
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 Students69.6371.2467.51
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.08 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.62 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional2%2%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201544%53%0%3%
2015-201640%55%0%5%
2016-201744%52%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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