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General school information

Division: Harrisonburg City Public Schools
Address: One Court Square Harrisonburg, VA 22801
Superintendent: Dr. Scott R. Kizner
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools9
Fully Accredited7
To Be Determined1
Conditionally Accredited: New School1

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 StudentsDivision7785
 Virginia8586
FemaleDivision8390
 Virginia8989
MaleDivision7177
 Virginia8283
AsianDivision86100
 Virginia9092
BlackDivision8088
 Virginia7979
HispanicDivision6676
 Virginia7676
WhiteDivision8588
 Virginia8990
Two or more racesDivision100100
 Virginia8889
Students with DisabilitiesDivision5352
 Virginia5353
Economically DisadvantagedDivision7281
 Virginia7575
English LearnersDivision6577
 Virginia6767
Gap Group 2Division8088
 Virginia7979
Gap Group 3Division6676
 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 Students136754331367533314655135
Female157156291571562916685232
Male116352371162513813635037
American Indian<<<<<<<<<<<<
Asian258358172186651426886113
Black359554165750438554745
Hispanic658514275749437574943
Native Hawaiian<<<<<100<0
White227755232178572223755325
Two or more races107363271373602718725428
Students with Disabilities123422661133226712362464
Economically Disadvantaged759524175649448564844
English Learners651444974741537554745
Migrant163721631648325211372663
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177255281770533017634737
Female197454261767503317654835
Male157156291874562616624638
Asian42834217<<<<2592678
Black97971211860424017634637
Hispanic126654341866483413574443
White257852221878602221704830
Two or more races1072622812726028-555545
Students with Disabilities224927511642265819402160
Economically Disadvantaged146955311562473811564544
English Learners166751331864463611604940
Migrant<<<<<100<0<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186951311667513317695231
Female217150291872542816665034
Male146753331461473917715429
Asian508030205083331720806020
Black3484552-62623813594641
Hispanic9615239958494210635337
White288052202577522324765124
Two or more races177861222072522831815019
Students with Disabilities14432957722157812382662
Economically Disadvantaged126250381061513911604940
English Learners8615339857494310605040
Migrant<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students125947411461463917675033
Female136553351665493520694931
Male125442461356444413655235
Asian198163193090601040905010
Black348455365044505555045
Hispanic448445354944518585042
White237249282673472726785222
Two or more races75347471468553224694531
Students with Disabilities1019108131916817262074
Economically Disadvantaged348455275043509584842
English Learners246445444642548574943
Migrant<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126451361362483817634637
Female136956311569543119664734
Male115846421255434515604640
Asian278053202994656<<<<
Black442385885345483454255
Hispanic454504634643545534747
White217756232476522429764824
Two or more races108070201373602723644136
Students with Disabilities52621741631166911271673
Economically Disadvantaged353504734845526524548
English Learners139386133128695534847
Migrant<<<<<<<<<100<0
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students106858321370573013756225
Female147662241577612315806520
Male66054401163533712715929
Asian<<<<1388751329100710
Black4656035649435110716129
Hispanic558534246258385676233
White177760232482591822815919
Two or more races68881132186641412887612
Students with Disabilities11342466529247117523648
Economically Disadvantaged457544345955416666034
English Learners335326513331677665934
Migrant<<<<<<<<<<<<
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students156247381262503814665234
Female186547351869513116725628
Male13594641755494511594841
Asian318150191882641831855415
Black350475064539556514549
Hispanic850425065548457585142
White257450262174532623775423
Two or more races<<<<671652912766524
Students with Disabilities13362364153924617332667
Economically Disadvantaged950415034845525565144
English Learners223217722321771444256
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students574692657670245534847
Female675692568174196585142
Male474702647166295484452
Asian5898411-808020-767624
Black-757525-7676243403860
Hispanic164633616160393383662
White138572151188771311695831
Two or more races<<<<<<<<-626238
Students with Disabilities43127691650345013332167
Economically Disadvantaged268663236663343403860
English Learners-505050-4545551212079
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 Students136755331364513619695031
Female147157291672562824805620
Male126453361156454415584342
Asian288456161184731638854615
Black666603465953419574843
Hispanic5565144649445112614939
White217654242478542229805120
Two or more races-7979211171602924765324
Students with Disabilities74033601432196810291971
Economically Disadvantaged5575243653474710605040
English Learners237366323028703464354
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students136350371154444618695031
Female166549351564493623795621
Male10615139745395514584442
Asian318856131855364538854615
Black1565503544338579574843
Hispanic5484352644385610605040
White187354271768513229805120
Two or more races<<<<661563924765324
Students with Disabilities103424661524976-202080
Economically Disadvantaged551474934239589595141
English Learners324227622018802454355
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1371592915695431<<<<
Female1275632516766024<100<0
Male1367543313624938<<<<
Hispanic56560355524748<100<0
White2579542127825518<<<<
Students with Disabilities348455213372463<<<<
Economically Disadvantaged66357387595241<100<0
English Learners14645541333267<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167660241472582814725828
Female177962211473592714746026
Male157359271470563014705730
American Indian<<<<<<<<<<<<
Asian3390571025936872595695
Black665593565852428625438
Hispanic970613076658347655835
Native Hawaiian<<<<<100<0
White258459162381581922815819
Two or more races158165191570543016766024
Students with Disabilities9433357938296210403060
Economically Disadvantaged971622986557357655835
English Learners867593366155398655835
Migrant13463354667613311503950
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177255281671552915665234
Female187254281263513714675333
Male167257282078582215665134
Asian5092428<100<03392588
Black95950411154434621674533
Hispanic966573466459364575343
White268054202882541824775223
Two or more races14796621246844329453655
Students with Disabilities7312469133926619342566
Economically Disadvantaged1068573276255386595341
English Learners1069583146056406625638
Migrant<<<<<<<<<<<<
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288456162174532622805820
Female298454162176542419765824
Male268357172172512826835817
Asian601004003310067033100670
Black7645736554494615766124
Hispanic188162191569543113746226
White408848123282501834865214
Two or more races22917091974562638885013
Students with Disabilities14432957533286712443256
Economically Disadvantaged198162191569543115756125
English Learners198162191470563013756225
Migrant<100<0<<<<<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students196849321860424019684932
Female167054301660444021715029
Male206545352060404018654835
Asian337340275010050045100550
Black1551364963226688504250
Hispanic85749431154434610584942
White298253182771442931784822
Two or more races196950311455414521795921
Students with Disabilities1031216913196819282072
Economically Disadvantaged105949411051414911604940
English Learners95849421052424813624938
Migrant<<<<<100<0<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228058202077572320725228
Female248460162180582020745426
Male197657241874552620715129
Asian21937173194636<100<0
Black6635837187558253565344
Hispanic107565251067573311665534
White388951113085551531815019
Two or more races20907010208060209736427
Students with Disabilities10403060184022601422878
Economically Disadvantaged97566251170593010645436
English Learners667613365651449685832
Migrant<100<0<<<<<100<0
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students126149391159484110635337
Female15665134136351379716129
Male105647441054444611574543
Asian<<<<338047201792758
Black11534347442385811534247
Hispanic755484545348477534647
White187052302071502914776323
Two or more races760534095545457676033
Students with Disabilities14331967717108318382063
Economically Disadvantaged654484655045508544746
English Learners440366023331679564844
Migrant<<<<<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students662573824846521454455
Female5656135-5555451504950
Male660544034340571414059
Asian<100<0<<<<<100<0
Black-585842-232377-474753
Hispanic954464625148491444356
White375722525856423444156
Two or more races<<<<<<<<<<<<
Students with Disabilities13533947113221686292471
Economically Disadvantaged559534114544551414059
English Learners34744533413859-444456
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12877513882741811796821
Female1491779884761613826918
Male983741788072208756725
American Indian<100<0<100<0
Asian249471613948161692768
Black-87871338582156625738
Hispanic586811447672244736927
White208767131488741220886812
Two or more races239269858277185797421
Students with Disabilities-585842-6464363585542
Economically Disadvantaged484791637975214747026
English Learners180782017473263726928
Migrant<<<<<<<<<<<<
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7777023158166199746426
Female7827518188466169746626
Male77466261378662210736327
American Indian<100<0<100<0
Asian36100640101009001393807
Black462583837472262575543
Hispanic171702987265285645936
White128876122589651114847016
Two or more races<<<<<<<<20876713
Students with Disabilities-555545-4343575383362
Economically Disadvantaged573672787668253646136
English Learners-626238-6262382605840
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1692768877692310857615
Female1491769777712313867214
Male189375797667246857915
Asian<<<<1994756793867
Black685791546157394807620
Hispanic1390771027673246878113
White20957551382691815846916
Two or more races<100<0<<<<<100<0
Students with Disabilities<<<<-7171295827718
Economically Disadvantaged1390771047368275857915
English Learners490861047976212838117
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 Students127967211378652213756225
Female117867221278662214766224
Male128068201478642213756225
American Indian<100<0<<<<<<<<
Asian239573521947362292718
Black574682657065305706530
Hispanic470663077063306666034
White198767132288661224866314
Two or more races158974111072622818796121
Students with Disabilities355524555146497554745
Economically Disadvantaged573682777164297676133
English Learners262603846157396605440
Migrant<<<<6595341-636338
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137461262271492925704530
Female147257282171502926684232
Male127563252370473024734927
Asian25886313649127950100500
Black15665134954464613624938
Hispanic66357371359474114614639
White198565153485511537814419
Two or more races138169191477642337774023
Students with Disabilities2424058-2828729302270
Economically Disadvantaged66559351363503717634637
English Learners46258381060504016634737
Migrant<<<<<100<0<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137259281066573414695531
Female136956311069593114725828
Male137562251064553614665234
Asian2510075099182938100620
Black576702445349474585442
Hispanic357544335754435575243
White228260182081611925825718
Two or more races<<<<659534118826518
Students with Disabilities855484564236585514649
Economically Disadvantaged563583725552454605640
English Learners135346512928711474653
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students98576151283711713776423
Female88476161184731613786422
Male118675141482691813776423
American Indian<100<0<100<0<100<0
Asian301007001210088014867114
Black-78782298475168665834
Hispanic579742147571254686432
White1491779239168924886512
Two or more races<<<<87567259827318
Students with Disabilities-484852-61613910584842
Economically Disadvantaged482781857671244676333
English Learners176752426463361545346
Migrant<100<0<<<<<100<0
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students578732257975217787122
Female579742147873226807420
Male677712358176198766824
Asian-909010<<<<1493797
Black4676333-646436-757525
Hispanic271682947571252696731
White9857615788811215907510
Two or more races<100<0<<<<<<<<
Students with Disabilities<<<<<<<<10807020
Economically Disadvantaged274722627472263716829
English Learners-575743-666634-686832
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students14867214148976115837717
Female14877313128674146857915
Male1585711516927784807620
American Indian<100<0<100<0
Asian291007101994756-868614
Black28179192898711-898911
Hispanic383801778477163737027
White2889611124957051192818
Two or more races1510085010908010-93937
Students with Disabilities-747426107667243767424
Economically Disadvantaged682771878679143777423
English Learners173732737875221676733
Migrant<<<<<<<<<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 Students228159192282601822805920
Female218059202181591920795821
Male238359172384601623826018
American Indian<100<0<<<<<<<<
Asian389355738986022997683
Black137967211474592613726028
Hispanic117362271276642414746126
White358953113389561133885512
Two or more races18917492487631319866614
Students with Disabilities65953411159474110564644
Economically Disadvantaged127663241477632314746026
English Learners86658341070603011705930
Migrant<<<<11635337-858515
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7817419884771612867414
Female5817619581761911796921
Male8817319108777131493797
Asian892838101009007100930
Black276742478073207807320
Hispanic470663037673247817419
White119281811928181991729
Two or more races<100<0<<<<17100830
Students with Disabilities56560355908510492888
Economically Disadvantaged374712627774238807220
English Learners261593916564356736727
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198162192182621817786122
Female178063202180592019806120
Male208161192185641515766124
American Indian<100<0<100<0
Asian3691559471005308100920
Black8827418128371176716529
Hispanic6746826972632812715929
White37864914329158932885712
Two or more races9100910<100<0-757525
Students with Disabilities-505050-5454466393361
Economically Disadvantaged8766824117766239716329
English Learners469653167164296686132
Migrant<<<<<<<<<100<0
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students239067102087671322836117
Female208464161584691619796021
Male27966942590641024876313
Asian<100<0231007704494506
Black30835317138068208726428
Hispanic15857015783761712786622
White299465634915793391579
Two or more races<100<010807020<<<<
Students with Disabilities<100<01070603023623838
Economically Disadvantaged168569151282711813776523
English Learners473692747772237676033
Migrant<100<0<100<0<100<0
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5716629107262282797721
Female361583914725928-737327
Male681741967266283848116
Asian<100<0<100<0<100<0
Black<<<<<<<<<<<<
Hispanic-646436-696931-686832
White590851021755425491879
Two or more races<<<<<100<0<100<0
Students with Disabilities<<<<<<<<<<<<
Economically Disadvantaged4656035-666634-737327
English Learners-525248-474753-646436
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358147192777502329774723
Female358146193279472131825118
Male348248182376532428724428
Asian5694386271007305492388
Black208363171763463716644936
Hispanic187254281673572715705530
White528836124484401648873913
Two or more races<<<<2289671131885613
Students with Disabilities7504350144531558413359
Economically Disadvantaged207454261569543118695231
English Learners751434944441569615139
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277952213382491829795021
Female278053203081511924735027
Male277851223783461735855015
Asian<<<<759217836100640
Black77972212864363632764524
Hispanic157156292479552122755325
White448743134388451237834617
Two or more races228765132986571432885612
Students with Disabilities7484152114331574484452
Economically Disadvantaged167559252679532122745226
English Learners167457262482591822775623
Migrant<<<<<100<0<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 89.53 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-kindergarten262258330
Kindergarten448739456
Grade 1466167456
Grade 2451469453
Grade 3459463480
Grade 4426484461
Grade 5421426477
Grade 6396445431
Grade 7399413464
Grade 8385409421
Grade 9466454463
Grade 10390449451
Grade 11311388426
Grade 12353359418
Total Students5,6335,9236,187
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup2014-20152015-20162016-2017
All Students563359236187
Female270928542983
Male292430693204
American Indian789
Asian170165161
Black568611617
Hispanic248626352838
Native Hawaiian231
White220122772325
Two or more races199224236
Students with Disabilities590575643
Not Students with Disabilities504353485544
Economically Disadvantaged401242934392
Not Economically Disadvantaged162116301795
English Learners231423592846
Not English Learners331935643341
Migrant566370
Homeless3391115
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 StudentsDivision1741211612214
State4917234247347693750052232
FemaleDivision856881115
State268261510012453531829806
MaleDivision895380119
State2234619147223158431761426
AsianDivision1240001
State44281223901613062
BlackDivision20222013
State78991054114312301412964
HispanicDivision586490134
State44244511381851536311
WhiteDivision82295183
State300171650814345631731798
Two or more racesDivision<<<<0<
State222313111283715989
Students with DisabilitiesDivision31016010
State946530734751091062120
Economically DisadvantagedDivision10190110146
State921814810194032821221221
English LearnersDivision164870126
State448206829417117888
HomelessDivision<<<<<<
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 Students34831189.431891.4226.3
Female17816190.416492.1116.2
Male17015088.215490.6116.5
Asian171694.11710000
Black484491.74491.712.1
Hispanic14813188.513591.2138.8
White12811690.611892.286.3
Two or more races0<<<<00
Students with Disabilities302996.72996.713.3
Economically Disadvantaged2222029120491.9146.3
English Learners897179.87786.51213.5
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 Taken256 / 16.84%273 / 16.55%311 / 17.69%
Advanced Placement Course Enrollment276 / 18.16%275 / 16.67%343 / 19.51%
Dual Enrollment139 / 9.14%114 / 6.91%172 / 9.78%
Governor’s School Enrollment -10 / .61% -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students entering high school in 2011)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TypeTotalTotal HERemaining Percent
All StudentsDivision28519432
State800255758028
FemaleDivision18013028
State404623112723
MaleDivision1056439
State395632645333
AsianDivision19185
State5267459213
BlackDivision362044
State171671128234
HispanicDivision946036
State8077522135
WhiteDivision1299328
State457593374926
Two or more racesDivision0<100
State3387249826
Students with DisabilitiesDivision14<100
State5663303146
Economically DisadvantagedDivision1559638
State224061294742
English LearnersDivision694239
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
CTE CompletersDivision162193227
 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 Students24646231668.4%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students22651332964.1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
 2012-20132013-20142014-2015
Percentage of fiscal year division
operating expenditures for instructional costs
69.66868.1

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
2012-20135,531.005,166.001,131.00
2013-20145,440.005,256.001,009.00
2014-20155,417.005,570.00952.00

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 Students4905355180233512336115724952784341712815427487195332
Female239216788116245817483111253721582125263522893147
Male2513188921172665187741382741219891562792259102185
American Indian0000000000000000
Asian170553161467160634167313
Black507313134546351639557462142542393145
Hispanic20911707111322081706491231819680127245924397155
Native Hawaiian0000000000000000
White1952134638120251346210420371666196204918757120
Two or more races178141021741898197206122031597
Students with Disabilities475602943504452244488542851520663753
Economically Disadvantaged3335302154182353529813318436193571432153647407165276
English Learners22031565679201014552702293180731142707268101143
Homeless539796019788218102155211015
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 Students94.8894.994.06
Female94.8894.8994.2
Male94.8894.993.93
American Indian98.0594.7592.61
Asian96.7596.596.54
Black94.6394.8394.66
Hispanic94.7994.7293.67
Native Hawaiian97.3190.1194.78
White94.8894.9594.14
Two or more races94.8695.3794.71
Students with Disabilities93.7293.5792.29
Economically Disadvantaged94.594.4793.4
English Learners9594.8594.01
Migrant94.895.6293.36
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 Offenses54
Technology Offenses<
Offenses Against Student57
Offenses Against Staff14
Weapons Offenses15
Property Offenses21
All Other Offenses54
Other Offenses Against Persons179
Disorderly or Disruptive Behavior Offenses454
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 Indian0.1670.260.1240.1350.23
Asian3.3020.263.0180.562.7860.46
Black10.31522.8210.08320.5610.31625.74
Hispanic41.16942.8244.13344.1744.48845.1
Native Hawaiian0.0370.0360.051
White41.35429.4939.07327.2238.44321.64
Two or more races3.6554.363.5337.53.7826.83
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 Indian0.1670.1240.135
Asian3.3023.0182.786
Black10.31510.08310.31633.33
Hispanic41.16944.13344.48866.67
Native Hawaiian0.0370.0360.051
White41.35439.07338.443
Two or more races3.6553.5333.782
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 Indian0.1670.1240.135
Asian3.3023.0182.786
Black10.31510.08310.316
Hispanic41.16944.13344.488
Native Hawaiian0.0370.0360.051
White41.35439.07338.443
Two or more races3.6553.5333.782
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 Students71.2870.4770.56
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 Students53.3656.6268.8
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 Students80.7680.8179.65
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: 10.11 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 11.57 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%4%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%3%2%
High Poverty100%3%2%
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
2014-201543%55%1%1%
2015-201644%53%1%2%
2016-201745%53%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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