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General school information

Division: Hampton City Public Schools
Address: 1 Franklin Street Hampton, VA 23669-3570
Superintendent: Dr. Jeffery O. Smith
Region: 2
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 Schools29
Fully Accredited19
Accreditation Denied1
To Be Determined8
Partially Accredited: Warned School-Pass Rate1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student SubgroupType2014-20152015-20162016-2017
All StudentsDivision8184
 Virginia8586
FemaleDivision8487
 Virginia8989
MaleDivision7981
 Virginia8283
American IndianDivision<<
 Virginia8484
AsianDivision7891
 Virginia9092
BlackDivision8182
 Virginia7979
HispanicDivision8395
 Virginia7676
Native HawaiianDivision<
 Virginia8992
WhiteDivision8284
 Virginia8990
Two or more racesDivision8587
 Virginia8889
Students with DisabilitiesDivision5150
 Virginia5353
Economically DisadvantagedDivision7879
 Virginia7575
English LearnersDivision6779
 Virginia6767
Gap Group 2Division8182
 Virginia7979
Gap Group 3Division8395
 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 Students117261281075652512766424
Female147764231179682113806620
Male9685932971622910726128
American Indian137461261264523615644836
Asian228462162383601726866014
Black867593377063308716329
Hispanic137966211079702114796521
Native Hawaiian869623167872225746826
White178265181784681619856615
Two or more races188163191383701716836717
Students with Disabilities736286463630648383062
Economically Disadvantaged866583476861328696131
English Learners12705930960514014614839
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17675133971622913695631
Female20725328974642615745926
Male14634937868593211655335
American Indian<100<0<<<<<<<<
Asian26845816167256287797121
Black1462483876558359625338
Hispanic13715829575702514756125
White207454261480662021805920
Two or more races20745426781741915756025
Students with Disabilities932236873830637423558
Economically Disadvantaged1362493866255389615239
English Learners11796821-5858429786922
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136956311474602614746026
Female167256281680642015776223
Male96556351169573114715829
American Indian<<<<<<<<<<<<
Asian267448263486521431774623
Black861533996960319695931
Hispanic137763231277652324795521
White208262182280582022836117
Two or more races197859221585701513806720
Students with Disabilities9332467103929619393061
Economically Disadvantaged9635337968593210685732
English Learners11705930106555354393561
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147157291576602417765924
Female177558251579632121816019
Male116756331573572713715829
American Indian<<<<<<<<<<<<
Asian247955214478332237875013
Black96555351170603012715829
Hispanic167660241278662217755925
Native Hawaiian<<<<<<<<
White228058202387631325856015
Two or more races197960212283601720836217
Students with Disabilities7342766103525659352665
Economically Disadvantaged96455361170593012705830
English Learners296333382369463114412759
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106960311372592812756325
Female107666241676612414786422
Male96354371168573211736227
American Indian<<<<<<<<<<<<
Asian198465164383401733895611
Black762553886658348706230
Hispanic107767231079682113826918
White158066202383601721856415
Two or more races198566151777602320846416
Students with Disabilities829217122724739342566
Economically Disadvantaged6625638106353379696031
English Learners37875223560254021634237
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167559251080702012806820
Female228158191083731715836817
Male1170593097667249776823
American Indian<<<<<<<<<<<<
Asian3086571414917793191599
Black1168583277669248756725
Hispanic19846516148369178867814
Native Hawaiian<100<0<100<0<<<<
White268660141686701421886712
Two or more races238361171082721814887512
Students with Disabilities842335873932616413559
Economically Disadvantaged1169583167367278736527
English Learners19705130774672633764324
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6706430870623010756525
Female67569251076662410807020
Male5655935664593610706030
American Indian<<<<<<<<<<<<
Asian17907310187860231294826
Black463593736359377706330
Hispanic78578151180692013796521
Native Hawaiian<<<<<100<0<<<<
White98072201684691616846816
Two or more races97667241277642314796521
Students with Disabilities631256932825725322668
Economically Disadvantaged362593856257385676133
English Learners5595541-5252486716529
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students386831438582155827718
Female489851138683145868114
Male383801738481164777323
American Indian<100<0<<<<<<<<
Asian1189781139289822815919
Black183821728179193767424
Hispanic99384738885126847816
Native Hawaiian<<<<<<<<<100<0
White791849591869691859
Two or more races11948363969341293817
Students with Disabilities652464875446468433657
Economically Disadvantaged283811727876222747326
English Learners-636338542375814432957
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 Students8675933968583210695931
Female107364271375622512756325
Male661553966155397635637
American Indian-535347-505050-555545
Asian168569152385621523805820
Black561563966256386645736
Hispanic12766524972632811786722
Native Hawaiian<<<<<100<0<<<<
White147966211778612216796421
Two or more races157358271478632217745826
Students with Disabilities228257242723733282572
Economically Disadvantaged458544256055405615639
English Learners2615939545395510524248
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106050401164533613675433
Female136855321674582618745626
Male853454765448469615239
American Indian<<<<<<<<<<<<
Asian249066101978592218826418
Black7534647757494310625238
Hispanic117564251170593017745726
Native Hawaiian<<<<<100<0<<<<
White167560251877602321775723
Two or more races196243381671552916715529
Students with Disabilities220188022220783221978
Economically Disadvantaged551464965549458595241
English Learners5686332553474719695031
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students672662887163297706330
Female7787122117766237766824
Male568633266660346655935
American Indian-606040<<<<<<<<
Asian12837117289264826795321
Black367653356762333646136
Hispanic1378652287466265817619
Native Hawaiian<<<<<100<0<<<<
White128270181678622212816919
Two or more races128068201383701717776023
Students with Disabilities336336463125694332967
Economically Disadvantaged264613656459363626038
English Learners-5656445373263-353565
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 Students874662697565259756625
Female876682497768239776823
Male8716329972632810736427
American Indian11554345868613216766124
Asian24906610299061103191599
Black669643167064305716529
Hispanic117867221179682110827318
Native Hawaiian1194836879712117796321
White128270181582671816836717
Two or more races117867221382691812806720
Students with Disabilities742365864236586443856
Economically Disadvantaged668623266862326696331
English Learners108676141078672215836817
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96959311271602912736127
Female97061301071612910716129
Male96858321372592813746126
American Indian<<<<<<<<<<<<
Asian9948563189571121866414
Black762563876559358675933
Hispanic117766231377652311817019
White147561252280582020816119
Two or more races137966211080702012736127
Students with Disabilities642365883628647453855
Economically Disadvantaged763563786456367645736
English Learners293907781741910908110
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178063202280582019765824
Female168164192282611818765824
Male187961212277562319775723
American Indian<<<<<100<0<<<<
Asian42844216559338744864214
Black137562251675592512715929
Hispanic177962212381591920836317
White26916593187561331845316
Two or more races168266182687611320856515
Students with Disabilities11443356114735539433457
Economically Disadvantaged137461261675582513715829
English Learners781741925926788655835
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177457261774582617765924
Female197658241676602417786022
Male157357271773562716745826
American Indian<<<<<<<<<100<0
Asian4494506488537155393407
Black127058301270573011716129
Hispanic167357271680642019806120
Native Hawaiian<<<<<<<<
White258257182484601624835917
Two or more races228159192778522225805620
Students with Disabilities10423258124129599403160
Economically Disadvantaged136956311368553212715929
English Learners418948112369463127825518
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students373702727370273747126
Female276742427573253767324
Male370673037168294726928
American Indian<100<0<<<<<<<<
Asian6837817-9292818826418
Black269673127069302706830
Hispanic579742136967314848016
White381781958075206847916
Two or more races680742047874223767324
Students with Disabilities747405334644547433557
Economically Disadvantaged268653226564353696631
English Learners586821486758337807320
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students343405734946512494751
Female34744531535347-525248
Male440366044641543474453
American Indian<<<<<<<<<<<<
Asian<<<<<<<<<<<<
Black341385934946512484752
Hispanic7605340-4848523615839
White351484924744532424058
Two or more races43632648564844-585842
Students with Disabilities826187463125696342866
Economically Disadvantaged339366124342571444356
English Learners<<<<8857715<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students474702647369275807520
Female577722347772235837817
Male471672946965315787322
American Indian10504050<<<<<<<<
Asian1997783198667142691669
Black369663136764333767424
Hispanic879712157974211898811
Native Hawaiian<100<0<100<0<100<0
White682771878376179877813
Two or more races479752128279186807420
Students with Disabilities436326443531657443756
Economically Disadvantaged367653336865323747126
English Learners59085101879612115907510
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students380772058378175807620
Female381781958782135847816
Male278762247975214777323
American Indian<<<<<<<<<<<<
Asian179376724977431398853
Black176752438178192767324
Hispanic384811678477163908710
Native Hawaiian<100<0<100<0<<<<
White4858115886791410887912
Two or more races885771558782139857615
Students with Disabilities1545246-565644-555545
Economically Disadvantaged175742527876223757225
English Learners6908310577732314887412
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students673682756964316696331
Female678722267266286726728
Male669643156763337666034
American Indian<<<<<<<<<<<<
Asian17836617249571529875813
Black370673026361373646136
Hispanic1280682047874227706330
Native Hawaiian<100<0<<<<<<<<
White107969211079682112806720
Two or more races877692377870229766724
Students with Disabilities13837621333267-353565
Economically Disadvantaged367653336360374635937
English Learners7797121-64643614786522
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9807120108676149857615
Female9827318108878129887912
Male10796921108474169817219
American Indian<<<<<100<0<100<0
Asian3394616288659143894566
Black678722258479165827718
Hispanic188062201893757793877
White128573151789721116877113
Two or more races1175642518897111591859
Students with Disabilities5625638-5353472666334
Economically Disadvantaged676702448278186817619
English Learners25100750<<<<3095655
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 Students674672677567258756825
Female574692677569256767024
Male773662787466269746626
American Indian-595941106757336716529
Asian188465162480562024906610
Black368643246964314696531
Hispanic680742068376177837517
Native Hawaiian-868614108070207878013
White128473161488741214877313
Two or more races108071201078682212816919
Students with Disabilities437336344541553403660
Economically Disadvantaged466633446763335686432
English Learners1061503965650449675933
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126755331676602418765824
Female116655341474602617765824
Male136956311979602120775823
American Indian<<<<<<<<<100<0
Asian338552155278262250904010
Black75952411170593014715729
Hispanic9756725983731715806520
Native Hawaiian<<<<<<<<
White238259182789621128855715
Two or more races157156292387641320846416
Students with Disabilities6322668104837528413359
Economically Disadvantaged95951411270583013705730
English Learners336733333664293615584242
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students672662857166297767024
Female574692667368274787422
Male871632956964319756625
American Indian<<<<<<<<<<<<
Asian26876113207555251891739
Black465623536360373706730
Hispanic1082721858478165908510
Native Hawaiian<100<0<100<0<<<<
White108575151189781114897511
Two or more races12837117576712412816919
Students with Disabilities631256923432663403760
Economically Disadvantaged364613636360374696531
English Learners4545046-61613916887213
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students476722447571254706630
Female377732337875225746926
Male474702657166294676333
American Indian<<<<<<<<<<<<
Asian109081101990711018826518
Black270683017069302636137
Hispanic283811778578155787322
Native Hawaiian<<<<<<<<<100<0
White884761698374179867714
Two or more races584801677770238746726
Students with Disabilities144425614645541313069
Economically Disadvantaged269683126765332636137
English Learners3686532-4646546565044
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students482771857166295777223
Female382791857166293787522
Male681751947167296756825
American Indian<100<0<100<0<<<<
Asian11746326208060202195745
Black277752336562351716929
Hispanic587821356964317807420
Native Hawaiian<100<0<100<0
White888811268377179877813
Two or more races791849669633110857415
Students with Disabilities-484852-9991-424258
Economically Disadvantaged276742426360372696731
English Learners-6060409827318<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students373702747975213797621
Female170693047874222777423
Male575702558176194807720
American Indian<<<<<<<<<<<<
Asian1276652467569251594796
Black169683127472261747326
Hispanic-76762448782134868114
Native Hawaiian<100<0<<<<<100<0
White782751811928187898111
Two or more races865583577972213838117
Students with Disabilities-4141591555545-464654
Economically Disadvantaged268663217271282737227
English Learners-464654-444456-686832
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 Students178468161779622121826218
Female158569151779632119826318
Male188466161779622122836017
American Indian11726128970613026845816
Asian2693667299062104191509
Black128068201274622615796421
Hispanic24926881986671423876413
Native Hawaiian1183721714937977878013
White25916692689621130895911
Two or more races238967112386621428855815
Students with Disabilities651454974740537504350
Economically Disadvantaged137967211172602815786322
English Learners187557251063533722815919
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students585801567871228807120
Female485801557570257797221
Male5858015880722010817119
American Indian<100<0<<<<<100<0
Asian-88881214917791992738
Black381781927269285757025
Hispanic10857515128372176878113
Native Hawaiian<100<0<<<<<100<0
White10938371488741216867114
Two or more races4908610148672141791749
Students with Disabilities155544513635642444256
Economically Disadvantaged280782036865325757025
English Learners-606040-40406013534047
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students876682447167299787022
Female676702447369278787122
Male975662556964319786922
American Indian<<<<<<<<<<<<
Asian12948262889611145854015
Black470663016563355757025
Hispanic9898011583781714847016
Native Hawaiian<<<<<100<0<<<<
White168770131082731816877113
Two or more races10807020117766236817519
Students with Disabilities141405924240583464354
Economically Disadvantaged469653126160396746826
English Learners-676733-61613918826418
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9857615974662612766424
Female783761787264289746526
Male118775131077682315786322
American Indian<100<0<<<<
Asian13887513109786344823818
Black682761846662345726728
Hispanic1193827984761618816319
Native Hawaiian<<<<<100<0<100<0
White159075101886681423856115
Two or more races178568151684681617755825
Students with Disabilities642365834744538423558
Economically Disadvantaged480762046461365696431
English Learners17675033<<<<15695431
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students68983118898111791839
Female69084104878213691859
Male788821212928089908110
Asian1796784<100<020100800
Black385821538582155868114
Hispanic-88881311100890-1001000
Native Hawaiian<100<0<100<0
White109686416937871397843
Two or more races1598832991839-888813
Students with Disabilities-292971-505050-474753
Economically Disadvantaged483791738885124868214
English Learners<<<<<<<<<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198263182081611923846116
Female188366172385631522856315
Male218260181777602324835917
American Indian<<<<<<<<<<<<
Asian3893557388749133497633
Black137864221376632416816519
Hispanic29956652286641429865714
Native Hawaiian<100<0<100<0<<<<
White33905710329259838905210
Two or more races199071102687611328835517
Students with Disabilities343405733633642525048
Economically Disadvantaged137663241376632415786222
English Learners15806520138370172993647
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4291489438745134991419
Female4291499428745134991429
Male439047104388451250904010
American Indian<<<<<<<<<100<0
Asian6797303568428167296244
Black348854123685491545894411
Hispanic4896494438845124393497
Native Hawaiian<100<0<100<0
White569438656933775994366
Two or more races509242848914395591369
Students with Disabilities146147391258454213574443
Economically Disadvantaged338855123483491740894911
English Learners609535550752525<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: 90.83 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-kindergarten715655673
Kindergarten1,5071,5281,405
Grade 11,5941,5251,523
Grade 21,6311,5351,473
Grade 31,5181,6071,522
Grade 41,5241,4931,608
Grade 51,4901,5181,450
Grade 61,5691,4941,511
Grade 71,5281,5341,459
Grade 81,5551,5111,506
Grade 91,8271,8771,931
Grade 101,6191,6391,577
Grade 111,4491,4351,426
Grade 121,2701,2671,222
Total Students20,79620,61820,286
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 Students207962061820286
Female1003499529819
Male107621066610467
American Indian626362
Asian452412385
Black123271233412165
Hispanic127612981322
Native Hawaiian343639
White533951004889
Two or more races130613751424
Students with Disabilities267326192625
Not Students with Disabilities181231799917661
Economically Disadvantaged1033588879107
Not Economically Disadvantaged104611173111179
English Learners455478448
Not English Learners203412014019838
Homeless202194
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 StudentsDivision58571865404259
State4917234247347693750052232
FemaleDivision34332623161924
State268261510012453531829806
MaleDivision24239242242335
State2234619147223158431761426
American IndianDivision<<<<0<
State110112125285
AsianDivision19131020
State44281223901613062
BlackDivision32748846143338
State78991054114312301412964
HispanicDivision34242306
State44244511381851536311
Native HawaiianDivision<<<<0<
State71410193
WhiteDivision1661611522614
State300171650814345631731798
Two or more racesDivision39291011
State222313111283715989
Students with DisabilitiesDivision998652130
State946530734751091062120
Economically DisadvantagedDivision20439039181230
State921814810194032821221221
English LearnersDivision2100010
State448206829417117888
HomelessDivision10234222
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 Students1509136890.7140893.3422.8
Female75169292.170894.3192.5
Male75867689.270092.3233
American Indian0<<<<00
Asian353394.33394.325.7
Black9468619187592.5333.5
Hispanic6960876391.300
Native Hawaiian0<100<10000
White38434289.136494.861.6
Two or more races716997.26997.211.4
Students with Disabilities1871729217493137
Economically Disadvantaged69363391.365193.9121.7
English Learners131292.31292.317.7
Homeless4337863990.724.7
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 Taken1,289 / 20.91%530 / 8.52%392 / 6.37%
Advanced Placement Course Enrollment1,461 / 23.7%1,531 / 24.62%1,412 / 22.94%
Dual Enrollment23 / .37%1 / .02%0 / 0%
Governor’s School Enrollment25 / .41%25 / .4%34 / .55%
IB Course Enrollment142 / 2.3%147 / 2.36%134 / 2.18%
Senior Enrolled in IB Program56 / .91%70 / 1.13%57 / .93%
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 StudentsDivision127878738
State800255757828
FemaleDivision65546829
State404623112623
MaleDivision62331949
State395632645233
American IndianDivision0<100
State25416535
AsianDivision312616
State5267459213
BlackDivision77847339
State171671128134
HispanicDivision533436
State8077522035
WhiteDivision34721438
State457593374926
Two or more racesDivision663842
State3387249826
Students with DisabilitiesDivision1024358
State5663303146
Economically DisadvantagedDivision57732344
State224061294542
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
CTE CompletersDivision852848842
 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 Students1255189448025.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1251174238422%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students52179328936.4%
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
64.264.463.3

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,253.005,773.001,035.00
2013-20143,547.005,896.00982.00
2014-20153,818.005,880.001,031.00

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 Students194631517650919190111470714106118567159668711761813315437591107
Female9533713269376933164732743890587322935128888711348477
Male9930804381543968082338762395098643946649245832411630
American Indian5253256513541075485410
Asian4539510422841238412363561866
Black11699918397593114068924486721120196043177310903941478729
Hispanic11458942551176984149116995386511571025063
Native Hawaiian26301273143432237111
White4983423173223469838418327844494131702754313370170230
Two or more races110570303512268036431276103365013191065068
Students with Disabilities2518261138217242827413824623772881342832358282147286
Economically Disadvantaged1181211615187121090310495397279650105349380396561030534738
English Learners48624122246920918490291514493301010
Homeless51710159863951037387305945311629810063120
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students94.8894.7594.53
Female95.0294.9594.78
Male94.7594.5594.3
American Indian93.7392.7692.85
Asian97.1697.0997
Black9594.894.61
Hispanic94.9894.7594.42
Native Hawaiian94.8394.2494.79
White94.3194.394.16
Two or more races95.2395.3394.68
Students with Disabilities93.4693.0692.84
Economically Disadvantaged94.2593.9193.75
English Learners96.0295.8395.89
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

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses168
Technology Offenses84
Offenses Against Student386
Offenses Against Staff157
Weapons Offenses69
Property Offenses166
All Other Offenses12
Other Offenses Against Persons899
Disorderly or Disruptive Behavior Offenses5,175
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 Indian0.2790.120.2980.340.3060.52
Asian2.240.382.1730.251.9980.48
Black59.60281.0259.27681.259.82278.16
Hispanic5.9132.316.1362.786.2953.85
Native Hawaiian0.1470.170.1630.110.1750.1
White26.31312.4425.67311.2924.73611.87
Two or more races5.5063.566.284.036.6695.01
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 Indian0.2790.2980.820.3060.58
Asian2.241.322.1730.821.998
Black59.60276.8259.27675.4159.82278.49
Hispanic5.9132.656.1361.646.2951.74
Native Hawaiian0.1470.1630.175
White26.31314.5725.67314.7524.73615.12
Two or more races5.5064.646.286.566.6694.07
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 Indian0.2790.2980.306
Asian2.242.1731.998
Black59.60266.6759.27610059.82266.67
Hispanic5.9136.1366.295
Native Hawaiian0.1470.1630.175
White26.31333.3325.67324.73633.33
Two or more races5.5066.286.669
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 Students58.1256.5558.19
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 Students40.2841.9144.92
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 Students81.9682.5882.1
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

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.63 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.83 : 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
Provisional7%7%
Provisional Special Education2%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201541%54%1%4%
2015-201642%53%1%4%
2016-201744%51%1%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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