Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

General school information

Division: Hanover County Public Schools
Address: 200 Berkley St Ashland, VA 23005-1399
Superintendent: Dr. Michael Gill
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools23
Fully Accredited23

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 StudentsDivision939193
 Virginia858687
FemaleDivision959294
 Virginia898990
MaleDivision929191
 Virginia828384
American IndianDivision<91<
 Virginia848481
AsianDivision939689
 Virginia909293
BlackDivision878585
 Virginia797981
HispanicDivision959183
 Virginia767675
Native HawaiianDivision100100100
 Virginia899292
WhiteDivision949294
 Virginia899091
Two or more racesDivision939493
 Virginia888989
Students with DisabilitiesDivision696363
 Virginia535354
Economically DisadvantagedDivision656573
 Virginia757578
English LearnersDivision<77
 Virginia676762
Gap Group 2Division878585
 Virginia797981
Gap Group 3Division959183
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238663142086651422866414
Female268863122388651224886412
Male208363171883651719836417
American Indian24906610783761719775823
Asian32905810259267828896111
Black106959311068593211695831
Hispanic167761231275632511776623
Native Hawaiian<100<0<<<<<<<<
White248864122288661223886512
Two or more races227856221981621920836317
Students with Disabilities1149395195041509494051
Economically Disadvantaged10665634966573411675633
English Learners1052424875447467625538
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328149192083631724825818
Female348551152284621627845716
Male317747231782651821805920
American Indian<<<<<<<<<<<<
Asian57903310688811322896711
Black15604440863553714685432
Hispanic307747231077662316735727
White348350172286641426845816
Two or more races297344271876582419816219
Students with Disabilities15442956848405212463554
Economically Disadvantaged13594641866583413645136
English Learners2545205566558356524548
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298456162582571830875613
Female328654142887591334875313
Male258357172278562227865914
American Indian<100<0<<<<<<<<
Asian32895811329159938814419
Black14735927862543815705530
Hispanic106656342067463315877213
White318656142786591434895611
Two or more races277750232775472529815319
Students with Disabilities124735531248365210504050
Economically Disadvantaged156853321057474316725528
English Learners126250381033246711897711
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318554153388551232865414
Female358853123690541035905510
Male288355173085551530845416
American Indian<<<<<100<0<100<0
Asian3486521430956553596614
Black186951311976582414685432
Hispanic207050301374602621795821
White338855123690541035895311
Two or more races39915292480562019856615
Students with Disabilities175033501254434615523848
Economically Disadvantaged116655341372592812685532
English Learners7635637136653348675833
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228462162585601526835717
Female248662142688611329875813
Male208262182382591823795621
American Indian<100<0<<<<<100<0
Asian30875713398748133691559
Black117059301571562916685233
Hispanic9766724975662512695831
White248662142687611328865814
Two or more races12746226359358726765024
Students with Disabilities1047375394233589403160
Economically Disadvantaged106454361164533610625138
English Learners8383162-5656449564744
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278861121989701118887012
Female32905810229270821906910
Male228663141685691515857015
American Indian<<<<<100<0<<<<
Asian38100620319262827855815
Black10695931127664249746526
Hispanic1581661958075204767124
White299061102090701019907110
Two or more races247651241090801022896711
Students with Disabilities1053444785547458514349
Economically Disadvantaged875672577367276696431
English Learners<<<<74740533696631
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118372171581671916846716
Female138774131884651618876913
Male98070201179682115806620
American Indian<100<0<<<<<<<<
Asian19897011179477638100630
Black5645836956474410665534
Hispanic7777023137057305696431
White128674141685701518866914
Two or more races116857321471572911817019
Students with Disabilities644375664236589494051
Economically Disadvantaged558544246157396645836
English Learners<<<<<<<<7403360
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9928388918297898111
Female11958451093837992828
Male789821178982116868014
American Indian<100<0<100<0<<<<
Asian10807020119584511847416
Black479752137572251717029
Hispanic1793767138370172838117
Native Hawaiian<100<0<100<0
White1094846993847891839
Two or more races3939075888412797903
Students with Disabilities5615639116352375544946
Economically Disadvantaged675692546965315706530
English Learners<<<<<<<<-272773
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 Students228159192583581727845716
Female288760133087571334905610
Male177558252079592120785822
American Indian21715029892858<<<<
Asian31865514379457636854915
Black116351381264523611716029
Hispanic197354272084641612786622
Native Hawaiian<100<0<<<<<<<<
White238461162785591530865714
Two or more races226948312176552421785722
Students with Disabilities638326294637547423558
Economically Disadvantaged5565144960524011655435
English Learners6191381-606040-484852
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187758232378552222805820
Female258460162983541729885812
Male137057301672562815735727
American Indian<<<<<<<<<<<<
Asian22896711409454629885813
Black105343471254424610695931
Hispanic15685333158570155757025
White208060202480562025825718
Two or more races176750331867493316685332
Students with Disabilities630247053529657342766
Economically Disadvantaged554484685951419635437
English Learners<<<<<<<<-585842
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258560152787611332885612
Female30906010319059103992538
Male208060202285621524845916
American Indian<<<<<100<0<<<<
Asian41824118329563541844316
Black127058301171602912736127
Hispanic237956212583581720826118
Native Hawaiian<100<0<100<0
White268761132990611034905610
Two or more races287245282485611528906210
Students with Disabilities6464054125543458504350
Economically Disadvantaged56257381062523817705330
English Learners<<<<<<<<-363664
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 Students218766132288661221876613
Female229067102290671021906810
Male208565152286641421856415
American Indian127663241875582514776323
Asian399757339955753294626
Black10756525107665249756525
Hispanic178467161583681717806320
Native Hawaiian<<<<<<<<<100<0
White228967112390661023896711
Two or more races238157192380572019856615
Students with Disabilities10564644105747438554745
Economically Disadvantaged117362271175642511726028
English Learners207758231374612613736027
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268256183187561327855915
Female258459162886581425846016
Male278053203488541228865814
American Indian<<<<<<<<<<<<
Asian57100430418847122195745
Black127058301373592711726228
Hispanic207857222584591621795821
White288456163490561030885812
Two or more races257550252572472815816719
Students with Disabilities144633541152414812463554
Economically Disadvantaged116352371773572713705730
English Learners19715229138168199746626
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students43935074090501040894911
Female4394516419352736885212
Male4291499408748134391479
American Indian<100<0<<<<<100<0
Asian55100450611003905694386
Black288658142680542019765824
Hispanic268862123382491835834817
White459448642925084392498
Two or more races278760133884451636865014
Students with Disabilities186648341661453913584542
Economically Disadvantaged258459161874572622765424
English Learners32794621471672930784922
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298657143187551324825818
Female298859123589541125876213
Male308455162884561623785522
American Indian<<<<<100<0<<<<
Asian339057103810063038100620
Black168064202077572313685532
Hispanic228159192676502422714929
White318756133389561126855915
Two or more races36945862877492319856615
Students with Disabilities16553945165943419494051
Economically Disadvantaged197858221775582512645236
English Learners29865714297142298756725
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students219272825916792393707
Female209474623937172695695
Male2191709279063102091719
American Indian<100<0<<<<<100<0
Asian339663432926085096464
Black12837117118676149837417
Hispanic1693777681741916846816
Native Hawaiian<100<0<100<0
White219472627936672595705
Two or more races22866414329563515887312
Students with Disabilities106353371258464210695831
Economically Disadvantaged9817219127866228817319
English Learners88577152174532611776623
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238865122387641324876313
Female248966112390671023896511
Male228664142385621525856015
American Indian<<<<<100<0<<<<
Asian43100570439350721866414
Black96859321471572912716029
Hispanic23815719118574159746626
White249067102489651126896311
Two or more races217655242682561823856215
Students with Disabilities115343471053434710504050
Economically Disadvantaged10726228969603110695931
English Learners<<<<1367533313725928
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students786791468478168877913
Female99283868680148908210
Male581751968377179847616
American Indian<100<0<<<<<100<0
Asian2993647<100<0<100<0
Black374712627169294827818
Hispanic1087771338077206847816
White788811278780139887912
Two or more races-646436489861113907710
Students with Disabilities7534747658514210645336
Economically Disadvantaged371682927574257797221
English Learners<<<<<<<<7605340
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8857615889811110877713
Female1089791110948461191809
Male781741978578159837417
American Indian<<<<<<<<<<<<
Asian2397733239573511897911
Black476722427876224767224
Hispanic1086761438783137847616
White886771499182911897811
Two or more races15836818477742311807020
Students with Disabilities151514915958412595741
Economically Disadvantaged474702628381176706430
English Learners-828218-7474265656035
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138572151285731511847316
Female148672141386731412897611
Male118372171183721710807120
American Indian<<<<<<<<<<<<
Asian339663433976332395725
Black262603836765332595741
Hispanic5726728108676145787322
Native Hawaiian<100<0
White148874121287741312887612
Two or more races17675033157964218797221
Students with Disabilities152524814544551403960
Economically Disadvantaged157564346763334605640
English Learners<<<<<<<<8625438
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students23906710228967112591669
Female23896511239067102593687
Male229069102088681224896511
American Indian<<<<<<<<<<<<
Asian539441662963545397433
Black5787322680742016907510
Hispanic21947461083731729885912
Native Hawaiian<100<0
White23906710229068102591669
Two or more races4893447317645242793677
Students with Disabilities4635937107160298655735
Economically Disadvantaged3666334687811311786722
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148873121687711316877113
Female138976111588731214887412
Male168771131787691318866814
American Indian14826818137865221792758
Asian2289671129946562397743
Black571662966962315696531
Hispanic9817220777702311746226
Native Hawaiian<100<0<100<0<<<<
White159075101790731017907210
Two or more races218564151677612313826818
Students with Disabilities753464795546457544746
Economically Disadvantaged567623397062306655935
English Learners25048507595341-525248
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258560153488541226845816
Female238561153388551225856115
Male278659143588531227835617
American Indian<<<<<100<0<100<0
Asian31865514459045103996574
Black12736227217656246625638
Hispanic11655435972622820694831
White278860123790531028875913
Two or more races33915892482581820866614
Students with Disabilities11564544185941419504150
Economically Disadvantaged7665834177456268645536
English Learners-57574313695631-626238
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148774131286741414877313
Female118877121185731511877613
Male168670141488741216877013
American Indian<100<0<<<<<100<0
Asian1993747239774313100880
Black467633336259384696531
Hispanic12887712107565255777223
White159075101390761015897411
Two or more races117059301076662411847416
Students with Disabilities549445145349478595141
Economically Disadvantaged469653137067305686332
English Learners<<<<<<<<-505050
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108676141085751511847316
Female98879121088781210877713
Male108373171083721711817019
American Indian<<<<<<<<<<<<
Asian1987681318917391698812
Black266653446461363615839
Hispanic2797721-7878228655635
Native Hawaiian<100<0<<<<
White108878121189771112887612
Two or more races1882631896657347726528
Students with Disabilities249485125048503494651
Economically Disadvantaged161603936461362565444
English Learners<<<<-535347-292971
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students992828108979111493797
Female892848108979111292808
Male1091819118978111593787
American Indian<<<<<<<<<100<0
Asian2090701040955553393597
Black179782127674244898411
Hispanic129785310837317991819
White109383710918091493797
Two or more races1595805258257182093737
Students with Disabilities664583667165293747226
Economically Disadvantaged8786922-7676245847816
English Learners<<<<<<<<<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9988925979331398852
Female5989223999511099891
Male14998517958851897793
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black8857715-8080201095855
Hispanic<100<0<100<0<<<<
White99991161009401399861
Two or more races<100<0<100<0<<<<
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged10908010<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

Overall Student Performance: History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students26926582589641127906310
Female24916792389661125906510
Male28926482789621130906010
American Indian101009001178672210807020
Asian3794576409353734905610
Black118170191175632511766524
Hispanic168670142282601821826218
Native Hawaiian<100<0<100<0<100<0
White289365727916592992638
Two or more races269064102386631425876213
Students with Disabilities106858321066563410655535
Economically Disadvantaged157863221473592715745826
English Learners14614739359564113675433
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students159075101287761316907410
Female12897611886781414907710
Male18927481689731118907110
American Indian<100<0-808020<<<<
Asian358853121085751519785922
Black481771947066305767124
Hispanic148673141674582610786822
Native Hawaiian<100<0<100<0
White1792758139077101792758
Two or more races1086761478376171997783
Students with Disabilities459544136360375625738
Economically Disadvantaged671652916463367635737
English Learners<<<<<<<<8312369
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178972111488741212887712
Female149076101289771111877613
Male208869121587711313907710
American Indian<100<0<100<0<<<<
Asian26896311338350172691659
Black774672677164296686332
Hispanic8958651179682112857315
White189173915917691292798
Two or more races2189681148076207706330
Students with Disabilities764583655853424656235
Economically Disadvantaged672672816361374777423
English Learners<<<<<<<<<<<<
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179074101487731319866614
Female148975111186751418856715
Male19927381789721121866514
American Indian<100<0<<<<<<<<
Asian1396834319463626855915
Black575702557570257696231
Hispanic108373171385721513695631
Native Hawaiian<100<0
White18927481489751121886712
Two or more races308858122685591513847216
Students with Disabilities664583677064306565044
Economically Disadvantaged163623746763335534847
English Learners<<<<<<<<-333367
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1793757198869122193727
Female1293817149076101594796
Male2393698248763132791649
American Indian<100<0<<<<
Asian<100<0<<<<<100<0
Black789811147065304787422
Hispanic-79792157468269867714
White199474623937072495715
Two or more races<100<086962311394816
Students with Disabilities1164533625856426605440
Economically Disadvantaged675692546763334767224
English Learners<<<<-575743<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students339461634936073493597
Female339562534935973394616
Male329361733936073592588
American Indian<100<0<<<<<100<0
Asian521004805110049043100570
Black138875121583681713847116
Hispanic20836317229170914877313
White369560536945863895575
Two or more races2292708269670424866214
Students with Disabilities9726328137057308696131
Economically Disadvantaged148369171683681714796521
English Learners<<<<<<<<-737327
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5394416529038105491379
Female5194426519141948894011
Male5494406548935115993347
American Indian<100<0<100<0<100<0
Asian651003507710023081100190
Black308656143077472327775023
Hispanic308353184482381842854315
White569539555923785893357
Two or more races399051104487441345904510
Students with Disabilities147157291864463621664534
Economically Disadvantaged288356172572472826785222
English Learners32804820968593224856115
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: >95 State: 90.38Division: State:Division: State:

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

2015-20162016-20172017-2018
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten307285288
Kindergarten1,1291,1781,167
Grade 11,1881,2091,207
Grade 21,2181,2231,241
Grade 31,3201,2581,252
Grade 41,2711,3401,302
Grade 51,3951,3071,369
Grade 61,3991,4131,370
Grade 71,3811,4011,442
Grade 81,4351,3941,436
Grade 91,5571,5301,455
Grade 101,5541,5231,505
Grade 111,4831,5361,483
Grade 121,4041,4651,522
Total Students18,04118,06218,039
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 Students180411806218039
Female871186788721
Male933093849318
American Indian685656
Asian304321339
Black170417201694
Hispanic681748793
Native Hawaiian1046
White147211459714449
Two or more races553616702
Students with Disabilities235423582404
Not Students with Disabilities156871570415635
Economically Disadvantaged273124533206
Not Economically Disadvantaged153101560914833
English Learners233265314
Not English Learners178081779717725
Homeless335631
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision102945118154220
State4977134413270494355291988
FemaleDivision55217887166
State27208151939333271895690
MaleDivision4772731082614
State2256319220177161636341298
American IndianDivision<<<<0<
State123127114284
AsianDivision1551020
State45721127821711655
BlackDivision88672051
State79241059810692161508849
HispanicDivision22123171
State47494925291891967259
WhiteDivision87135412142416
State299791609911555741732722
Two or more racesDivision26110042
State23621474924317496
Students with DisabilitiesDivision20126186234
State1022602927041321179106
Economically DisadvantagedDivision314831194
State959315817159242326561135
English LearnersDivision250060
State1518329526533162780
HomelessDivision<<<<<<
State203617882423755
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students1575149895.1151596.2422.7
Female76773896.274597.1162.1
Male80876094.177095.3263.2
American Indian0<100<10000
Asian232191.32191.328.7
Black16315796.315796.353.1
Hispanic463780.43882.6715.2
White1291123795.8125397.1241.9
Two or more races433786378649.3
Students with Disabilities19716483.217287.32311.7
Economically Disadvantaged1068277.48378.31917.9
English Learners13753.8753.8646.2
Homeless0<<<<<<
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 Taken932 / 15.54%827 / 13.66%847 / 14.2%
Advanced Placement Course Enrollment1,410 / 23.51%1,374 / 22.7%1,534 / 25.72%
Dual Enrollment229 / 3.82%275 / 4.54%214 / 3.59%
Governor’s School Enrollment52 / .87%52 / .86%53 / .89%
IB Course Enrollment702 / 11.7%670 / 11.07%512 / 8.58%
Senior Enrolled in IB Program300 / 5%160 / 2.64%233 / 3.91%
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 StudentsDivision129998724
State800255758028
FemaleDivision62652915
State404623112723
MaleDivision67345832
State395632645333
American IndianDivision10<100
State25416535
AsianDivision262215
State5267459213
BlackDivision1229125
State171671128234
HispanicDivision322425
State8077522135
Native HawaiianDivision0<100
State1147336
WhiteDivision109182724
State457593374926
Two or more racesDivision171324
State3387249826
Students with DisabilitiesDivision1246448
State5663303146
Economically DisadvantagedDivision512943
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision84160
 State397141393623
State LicensuresDivision6777113
 State167317901964
Industry CertificationDivision167415572067
 State89541100544109590
Workplace ReadinessDivision2965228
 State336653077542313
Total Credentials EarnedDivision204517272268
 State128850137248157490
Students Earning One or More CredentialsDivision170615001753
 State104867109089126113
CTE CompletersDivision618618733
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students843153893560.8%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students907165899159.8%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students8921587100663.4%
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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
74.474.374.6

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20144,147.004,495.00407.00
2014-20154,287.004,829.00433.00
2015-20164,512.004,826.00434.00

Statewide Per-Pupil Spending

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

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

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

 

State - Per-Pupil Spending
 Local FundingStateFederal
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students17631445115259175084891232121747143717127617420466161221
Female854422350118844825760104842722579129843022681110
Male908722265141906023263108904421292147899024080111
American Indian62304692015250151503
Asian311622300902318813347311
Black1679461636165151213216265132551636532127
Hispanic61220496613210972126121675835621
Native Hawaiian0000000000000000
White144923459019714276380821611416131911518813963348124149
Two or more races466253115441510658928111365922920
Students with Disabilities225293279222271162756220610544852258963777
Economically Disadvantaged260516144822677185499226241697111727531775489
English Learners216933253926279155835618310
Homeless28411143974521261133652
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students96.9196.7796.52
Female96.8296.6896.49
Male9796.8696.54
American Indian96.2195.4794.31
Asian97.8897.7597.47
Black97.196.9196.85
Hispanic96.4696.2795.97
Native Hawaiian99.0898.5598.31
White96.9196.896.52
Two or more races96.5696.0695.93
Students with Disabilities96.2396.2695.62
Economically Disadvantaged95.3895.2895.05
English Learners96.5796.3396.13
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses98
Technology Offenses13
Offenses Against Student107
Offenses Against Staff49
Weapons Offenses20
Property Offenses19
All Other Offenses17
Other Offenses Against Persons238
Disorderly or Disruptive Behavior Offenses399
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3771.190.310.980.310.79
Asian1.6851.191.7771.171.8790.2
Black9.44518.479.52326.819.39124.75
Hispanic3.7754.074.1423.914.3964.52
Native Hawaiian0.0550.0220.033
White81.59771.5380.82159.4980.09962.48
Two or more races3.0653.563.4117.633.8927.27
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3770.310.31
Asian1.6851.7771.879
Black9.44523.919.52333.339.39142.86
Hispanic3.7752.174.1426.674.396
Native Hawaiian0.0550.0220.033
White81.59771.7480.8216080.09957.14
Two or more races3.0652.173.4113.892
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3770.310.31
Asian1.6851.7771.879
Black9.445509.5239.391
Hispanic3.7754.1424.396
Native Hawaiian0.0550.0220.033
White81.5975080.82180.099
Two or more races3.0653.4113.892
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 Students20.1720.4818.28
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 Students33.0429.1125.91
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 Students77.5672.2678.41
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 12.43 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 13.85 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional2%2%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201541%57%1%1%
2015-201641%56%1%2%
2016-201739%57%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Hanover County Public Schools to top