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General school information

Division: Halifax County Public Schools
Address: Mary Bethune Ofc Complex 1030 Mary Bethune St Halifax, VA 24558
Superintendent: Dr. Mark Y. Lineburg
Region: 8
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 Schools9
Fully Accredited4
Accreditation Denied1
To Be Determined1
Partially Accredited: Approaching Benchmark-Pass Rate1
Partially Accredited: Warned School-Pass Rate2

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 StudentsDivision8178
 Virginia8586
FemaleDivision8582
 Virginia8989
MaleDivision7875
 Virginia8283
American IndianDivision100100
 Virginia8484
AsianDivision100100
 Virginia9092
BlackDivision7672
 Virginia7979
HispanicDivision<77
 Virginia7676
WhiteDivision8486
 Virginia8990
Two or more racesDivision100100
 Virginia8889
Students with DisabilitiesDivision3933
 Virginia5353
Economically DisadvantagedDivision7772
 Virginia7575
English LearnersDivision<<
 Virginia6767
Gap Group 2Division7672
 Virginia7979
Gap Group 3Division<77
 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 Students107060301171602910726228
Female107262281273612712766424
Male9675833106959319696031
American Indian<<<<<<<<<<<<
Asian397839222287651324866214
Black661553976053406635737
Hispanic658524296556355656035
White137866221481671914806620
Two or more races6625638965563518806320
Students with Disabilities627207363327675353165
Economically Disadvantaged661553976255386665934
English Learners6453955352484813635037
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96051401272602813695531
Female96354371472582815725728
Male95849421173622811655435
Asian<100<0<100<0<100<0
Black355524596353378615339
Hispanic14217791775582512655335
White146854321580652017755825
Two or more races-424258767603325755025
Students with Disabilities323217784234586464054
Economically Disadvantaged5534847862543810635437
English Learners<<<<<<<<21644336
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146753331267553311736227
Female126554351469553113766224
Male17685232116555359716129
Asian<100<0<100<0<<<<
Black956464495849435656035
Hispanic84638541845275510706030
White177660241476622416786322
Two or more races<100<0175842422093737
Students with Disabilities932236853327678372963
Economically Disadvantaged858514295950418676033
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227351272177552317765924
Female267549252177562319785922
Male177154292276542416745826
Asian<<<<<100<0<<<<
Black14645036146551359635537
Hispanic<<<<17755825-737327
White308252182786591425886212
Two or more races<<<<<100<025674233
Students with Disabilities10332367174731535464154
Economically Disadvantaged15644936147056307706330
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students66761331368563215705530
Female67065301271592915685332
Male76558351365523516725728
Asian<<<<<<<<<100<0
Black65246481058484211615039
Hispanic-464654<<<<10605040
White78174191679632119775823
Two or more races<<<<<<<<<100<0
Students with Disabilities5252075430267010322268
Economically Disadvantaged659534175851429605140
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1070603067468267746726
Female1074642677669246797321
Male1066563457166297686132
Asian<<<<<100<0<100<0
Black1065553536360375666134
Hispanic<<<<-626238<<<<
White1175642598374179817219
Two or more races<<<<<<<<<<<<
Students with Disabilities11261574-3434662272573
Economically Disadvantaged862553846461365656035
English Learners<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students569643186557358696031
Female67468261070603011726128
Male464603655954416666034
Black358554265549454575343
Hispanic-757525<<<<-696931
White88072201074642612786622
Two or more races-505050<<<<<<<<
Students with Disabilities7211479112313772252475
Economically Disadvantaged359564155449465615639
English Learners<<<<<<<<<<<<
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students280782047369271777623
Female282801857671242848316
Male27876223716729-707030
Asian<<<<<<<<<100<0
Black17675241616039-707030
Hispanic-8585159645536-595941
White385821578780132858415
Two or more races<<<<<<<<<<<<
Students with Disabilities-292971-252575-303070
Economically Disadvantaged17473262656335-737327
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 Students116959311267543311716029
Female147560251673582715786322
Male763563796051408655735
American Indian<100<0<<<<
Asian<<<<<<<<<<<<
Black858514255449466595341
Hispanic-7676241070603018614339
White147965211879602115826618
Two or more races156246388504250<<<<
Students with Disabilities2171583-171783-222278
Economically Disadvantaged660544075648447645736
English Learners<<<<<<<<10504050
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students116352371160494012685632
Female167054301567523318775923
Male555504575246488615340
Black850425034643546554845
Hispanic-676733<<<<31542346
White147561251872542816796321
Two or more races20604040<<<<<100<0
Students with Disabilities3131087-191981-181882
Economically Disadvantaged752454854641549615239
English Learners<<<<<<<<<<<<
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117565251372592810746426
Female137967211679632113806720
Male8706230106656348706130
Asian<<<<<100<0<100<0
Black766593476053405635837
Hispanic-86861486758337676033
White158369171985661515847016
Two or more races<<<<<<<<<<<<
Students with Disabilities-222278-151585-252575
Economically Disadvantaged4686432106556355686332
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

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 Students971612997465269746626
Female974652687769238777023
Male106857321070603010716129
American Indian<<<<<<<<<<<<
Asian4595505548833134292508
Black562573856661345666134
Hispanic1161503976962317686132
White137966211281691911827118
Two or more races46662341062523814665234
Students with Disabilities632266853732635363164
Economically Disadvantaged663573766660346676133
English Learners215938411162513817735627
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11584742971622911695831
Female957484377366279716229
Male125947411170593014675333
Asian<100<0<<<<<100<0
Black550445076558355585342
Hispanic743365789283812655335
White156651341175642516786222
Two or more races-50505077367279736427
Students with Disabilities427237373931616403460
Economically Disadvantaged551464966358377625538
English Learners<<<<<<<<21715029
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146854321570553011736227
Female12675533157156299756625
Male166953311670543013725928
Asian<100<0<100<0<100<0
Black656504475648448675933
Hispanic23623838955454520806020
White187759232185641513776423
Two or more races<100<01742255813736027
Students with Disabilities1325137533432669372863
Economically Disadvantaged10584842116251388676033
English Learners<<<<<<<<<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187658242378552219745526
Female167963212176552418765924
Male197152292580552020725229
Asian<<<<<100<0<<<<
Black11655435116857329625438
Hispanic<<<<337542259827318
White238764133187551327845716
Two or more races<<<<<<<<17584242
Students with Disabilities8372963145036506373163
Economically Disadvantaged11685632167054309675833
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148874121087771311786722
Female12917899918298807220
Male158671141283711713756225
Asian<100<0<<<<<100<0
Black786791458479166706430
Hispanic15624638<<<<-707030
White1992738159277814857115
Two or more races<<<<<<<<<<<<
Students with Disabilities5676333267653311524148
Economically Disadvantaged985761558377176696331
English Learners<<<<<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students557524356256385656035
Female559544146663346716529
Male554494675851425575243
Asian<100<0<<<<<<<<
Black552474845147495595441
Hispanic<<<<-424258<<<<
White661563977367276716529
Two or more races<<<<<<<<<<<<
Students with Disabilities1223117772115795262174
Economically Disadvantaged549445165347473565244
English Learners<100<0<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students359564137270282706830
Female467633317170293797621
Male351484947470262626038
Black453504747067302646236
Hispanic9645536<<<<9554545
White368653217876222797721
Two or more races<<<<<<<<<<<<
Students with Disabilities624187695041503383562
Economically Disadvantaged355524547066302676533
English Learners<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students273712716766332787622
Female180782017776231838217
Male266643415756433747126
Asian<100<0<100<0<100<0
Black-666634-6160391706931
Hispanic-565644-797921<<<<
White379762127270283888512
Two or more races<<<<<<<<<<<<
Students with Disabilities-252575-212179-303070
Economically Disadvantaged165643516058401717029
English Learners<<<<<<<<<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students669633147369274706630
Female572682857671243706730
Male764573627068304706530
Black357544316261381595841
Hispanic7676033-656535<<<<
White980722068377174817719
Two or more races<100<0<<<<<<<<
Students with Disabilities-212179-282872-181882
Economically Disadvantaged462583816564353625938
English Learners<100<0<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17907410129078101091819
Female1991729119483610908010
Male13907710138773131092818
Asian<100<0<100<0<100<0
Black118574153918898898211
Hispanic<100<0<<<<-838317
White199374718917391292808
Two or more races<100<0<100<0<100<0
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged16897311688831213877513
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 Students670643076962318736527
Female571662956964315736827
Male7706330970613010726328
American Indian<<<<<<<<
Asian<<<<648218182993647
Black259564135754432605740
Hispanic560554056054405666134
White98273181081711912857315
Two or more races47167291569543121654435
Students with Disabilities226247423331672333167
Economically Disadvantaged360574055955414635937
English Learners6565044-4646545595541
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117665241775582517715429
Female117664241373602710716029
Male107565252277552323724928
Asian<<<<<100<0<<<<
Black568633296556356575143
Hispanic<<<<177558259554545
White178567152284611626855915
Two or more races<<<<<<<<17584242
Students with Disabilities843355774942517383062
Economically Disadvantaged5666134116756338625438
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students573682737066307736627
Female473702736663345736827
Male773662757570258736527
Black261593916160393585542
Hispanic-737327<<<<7716429
White8847616578742210847516
Two or more races<<<<<<<<<<<<
Students with Disabilities32825722333167-343466
Economically Disadvantaged364613626159394635937
English Learners<<<<<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students665603536662346797321
Female667613337067304827818
Male664583636258388756725
Asian<<<<<100<0<100<0
Black251494915150491676633
Hispanic6565044-414159-94946
White9807220579742110897911
Two or more races<<<<<<<<<<<<
Students with Disabilities-151585-282872-323268
Economically Disadvantaged452484825654444716729
English Learners<<<<<<<<<100<0
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students474712676962315777223
Female173722766963314787422
Male977682387061306767024
Asian<100<0<100<0<100<0
Black164633635551454605640
Hispanic<<<<<<<<<<<<
White682761897971214898511
Two or more races<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged366633475548451706830
English Learners<<<<<100<0<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students467633356863323676433
Female367633336966314666234
Male567623376760333696631
Asian<100<0<<<<<100<0
Black15453461515049-575743
Hispanic6504450-6363387575043
White780732098576156797421
Two or more races<<<<<<<<<<<<
Students with Disabilities-242476-272773-262674
Economically Disadvantaged257554335553451565544
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 Students208262181678622216796321
Female198364171478642214796421
Male228159191979602118806220
American Indian<100<0<<<<<100<0
Asian5883251744783322<100<0
Black14766124968593210716129
Hispanic14685432774662613766424
White268963112388651221866514
Two or more races308050202276542426876213
Students with Disabilities446425434239585444056
Economically Disadvantaged157762231070603011736227
English Learners21624138116150396817519
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118372171980612014857015
Female78376171879612111837317
Male158368172081611918866814
Asian<<<<<<<<<100<0
Black679732187163296787222
Hispanic-6969319645536-858515
White158973112990611022906810
Two or more races<<<<<<<<<100<0
Students with Disabilities-29297134138596696331
Economically Disadvantaged7777023107161299827318
English Learners<<<<<<<<<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6757025147056307857815
Female7777023117261285837717
Male4746926176951318877813
Black3646136106050404787522
Hispanic<<<<-737327<100<0
White891839198262189898011
Two or more races<100<0<100<0<100<0
Students with Disabilities-3838623433957-393961
Economically Disadvantaged472692896455366807420
English Learners<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1281691998273189716229
Female676702427977214716729
Male178568151484701613715829
Asian<<<<<100<0<100<0
Black775672547067304575243
Hispanic<<<<<<<<<<<<
White15887312119180912837217
Students with Disabilities-48485213523948-313169
Economically Disadvantaged777702357065304625838
English Learners<<<<<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students573682787568256696231
Female376732457368276655935
Male6716429117767236726528
Asian<100<0<<<<<100<0
Black265643536158391565544
Hispanic-575743-8585158675833
White78174191187761311796821
Two or more races<<<<<<<<<<<<
Students with Disabilities-313169-292971-272773
Economically Disadvantaged467633356560353555345
English Learners<<<<<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228058201578632218836517
Female218564151578632219846516
Male237451261578622216816519
Black12715829767603312766524
Hispanic773672710756525<<<<
White328856122287651323896611
Two or more races<<<<23694631<<<<
Students with Disabilities-373763-3535652434157
Economically Disadvantaged15715629970613011756525
English Learners<<<<<<<<<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students408949113183521734834917
Female398950112786591431845216
Male439047103581461937834617
American Indian<100<0
Asian<100<0<100<0<100<0
Black328653142077562327785122
Hispanic40854515<<<<<<<<
White47934674088481238854715
Two or more races38925481585691540100600
Students with Disabilities14665234749425113443156
Economically Disadvantaged308555152178572226805420
English Learners46853815<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: 89.3 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-kindergarten308276285
Kindergarten381383334
Grade 1381371355
Grade 2425380376
Grade 3406396385
Grade 4391388373
Grade 5374389375
Grade 6401384379
Grade 7404407386
Grade 8386390391
Grade 9422382397
Grade 10427413386
Grade 11431412404
Grade 12388393361
Total Students5,5255,3645,187
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 Students552553645187
Female276826562525
Male275727082662
American Indian543
Asian373636
Black242223092226
Hispanic165155151
Native Hawaiian11
White277827172619
Two or more races117142152
Students with Disabilities973932934
Not Students with Disabilities455244324253
Economically Disadvantaged318331663105
Not Economically Disadvantaged234221982082
English Learners695969
Not English Learners545653055118
Homeless31218
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 StudentsDivision155198264167
State4917234247347693750052232
FemaleDivision9110612162
State268261510012453531829806
MaleDivision6492143105
State2234619147223158431761426
American IndianDivision<<<<0<
State110112125285
AsianDivision<<<<0<
State44281223901613062
BlackDivision5910116395
State78991054114312301412964
HispanicDivision471010
State44244511381851536311
WhiteDivision91878152
State300171650814345631731798
Two or more racesDivision<<<<<<
State222313111283715989
Students with DisabilitiesDivision03126052
State946530734751091062120
Economically DisadvantagedDivision5212319377
State921814810194032821221221
English LearnersDivision<<<<0<
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 Students40637993.338895.6163.9
Female21820995.921297.262.8
Male18817090.417693.6105.3
American Indian0<100<10000
Asian0<100<10000
Black19317691.218495.394.7
Hispanic131292.31292.317.7
White19418695.918796.452.6
Two or more races0<<<<<<
Students with Disabilities645789.15992.257.8
Economically Disadvantaged21119491.920295.773.3
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 Taken - - -
Advanced Placement Course Enrollment381 / 22.84%328 / 20.5%306 / 19.77%
Dual Enrollment922 / 55.28%714 / 44.63%652 / 42.12%
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 StudentsDivision32019041
State800255758028
FemaleDivision17610839
State404623112723
MaleDivision1448243
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision1508146
State171671128234
HispanicDivision10<100
State8077522135
WhiteDivision15610433
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision191142
State5663303146
Economically DisadvantagedDivision1617951
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
CTE CompletersDivision213283194
 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 Students83982424.5%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students79831214.5%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1921733.3%
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
69.369.969.3

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
2012-20133,089.005,884.001,088.00
2013-20142,617.006,003.001,076.00
2014-20152,535.006,330.00976.00

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 Students4920311144164490430312914047593291321414470365146154
Female24621527268247814367702374156687522021776166
Male24581597296242616062702385173646622681888588
American Indian0000000000000000
Asian30000390014000034100
Black22201355867220713750532081133584719431625757
Hispanic1421641015310171421121212513412
White24521517782240414776762376172688022511777980
Two or more races689559692211613321141265
Students with Disabilities708582828780663417759833638739803952
Economically Disadvantaged2937254122127297723511211028842631061132843282118134
English Learners67523652035642264403
Homeless000081241625625745
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 Students95.3595.2294.96
Female95.3795.2895.09
Male95.3295.1694.82
American Indian96.1592.8497.65
Asian97.4697.2997.33
Black95.7795.5795.48
Hispanic95.1394.493.46
White94.9994.9894.62
Two or more races94.6894.2993.82
Students with Disabilities94.6494.0393.86
Economically Disadvantaged94.7394.6194.46
English Learners95.9995.4694.71
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 Offenses66
Technology Offenses54
Offenses Against Student27
Offenses Against Staff17
Weapons Offenses22
Property Offenses11
All Other Offenses<
Other Offenses Against Persons139
Disorderly or Disruptive Behavior Offenses570
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 Indian0.1260.090.075
Asian0.5380.290.670.671
Black44.69268.8543.83767.0143.04663.9
Hispanic2.8162.772.9862.692.891.43
Native Hawaiian0.0180.019
White50.37726.250.28128.6650.65232.52
Two or more races1.4531.892.1181.642.6472.15
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 Indian0.1260.090.075
Asian0.5380.670.671
Black44.6926043.83773.3343.04666.67
Hispanic2.8162.9862.89
Native Hawaiian0.0180.019
White50.3774050.28126.6750.65225
Two or more races1.4532.1182.6478.33
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 Indian0.1260.090.075
Asian0.5380.670.671
Black44.69210043.83710043.046
Hispanic2.8162.9862.89
Native Hawaiian0.0180.019
White50.37750.28150.652
Two or more races1.4532.1182.647
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 Students60.8260.8962.1
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 Students39.8637.9442.06
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students78.7876.774.99
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: 11.66 : 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: 6.68 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional3%4%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%1%2%
High Poverty-2%3%
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
2014-201551%45%1%3%
2015-201647%48%1%4%
2016-201745%48%1%6%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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