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General school information

Division: Henrico County Public Schools
Address: 3820 Nine Mile Rd. Henrico, VA 23223-0420
Superintendent: Dr. Patrick C. Kinlaw
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 Schools67
Fully Accredited48
Accreditation Denied7
Partially Accredited: Approaching Benchmark-Pass Rate3
Partially Accredited: Improving School-Pass Rate1
Partially Accredited: Warned School-Pass Rate2
Partially Accredited: Reconstituted School6

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 SubgroupType2013-20142014-20152015-2016
All StudentsDivision858585
 Virginia848586
FemaleDivision898990
 Virginia888989
MaleDivision818180
 Virginia818283
American IndianDivision88<80
 Virginia788484
AsianDivision879090
 Virginia909092
BlackDivision807879
 Virginia777979
HispanicDivision717478
 Virginia767676
Native HawaiianDivision<100100
 Virginia868992
WhiteDivision919190
 Virginia898990
Two or more racesDivision888384
 Virginia898889
Students with DisabilitiesDivision565250
 Virginia525353
Economically DisadvantagedDivision777877
 Virginia747575
English LearnersDivision667657
 Virginia676767
Gap Group 2Division807879
 Virginia777979
Gap Group 3Division717478
 Virginia767676
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177458262077572318786022
Female197860222380582020816119
Male157056301773572715745926
American Indian13645136125947416716529
Asian298859123589541131905910
Black659524186356377645736
Hispanic106353371165543510675733
Native Hawaiian17897211564593615857015
White248662142887601326886312
Two or more races177962212180602018816319
Students with Disabilities104131591141315910403160
Economically Disadvantaged657514386152397625538
English Learners5514549105848428605240
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167055302574492616755925
Female177557252777502318796121
Male146652342271482914725828
American Indian<<<<20604040<<<<
Asian268559154085451525866214
Black7534647126249387615539
Hispanic125342471462483812655235
Native Hawaiian<100<0<<<<<100<0
White198262183383501722876513
Two or more races227957212477532319796021
Students with Disabilities144733531343315711433257
Economically Disadvantaged7544746116049408605240
English Learners95446461664473612655335
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207050302275532521775623
Female237451262580542025815619
Male176649341971522918745626
American Indian<<<<<<<<<<<<
Asian308655144090501035895411
Black1054444696052409655535
Hispanic13584542115746436635637
Native Hawaiian<100<0<100<0<<<<
White278154193086561432875513
Two or more races187254282682551819816219
Students with Disabilities114332571442275810443456
Economically Disadvantaged952434895950418635437
English Learners85446461258464210665634
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187456262580552026815519
Female207858222983531728855715
Male167054302077572324775323
American Indian13534047<<<<<<<<
Asian3089591140915094195545
Black85951411368563211685732
Hispanic96051401670543016705430
Native Hawaiian<100<0<100<0<100<0
White258560153288561236895411
Two or more races148066202580552034855015
Students with Disabilities94030601149385113453255
Economically Disadvantaged75851421165543513685532
English Learners45450461068583212705830
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157256281970513021735327
Female187760232275522524775323
Male136653341666493417705330
American Indian96455368463854<<<<
Asian318958113489561137905310
Black553484775346477564844
Hispanic11594841955454510665634
Native Hawaiian<<<<<<<<<100<0
White228664142983541730855515
Two or more races188163191273612719755625
Students with Disabilities929207192718738302270
Economically Disadvantaged452484865246487544746
English Learners541365945046506544846
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177356272477532316776123
Female207757232782551819826318
Male156954312272502813735927
American Indian<<<<205030507807320
Asian2886581445924882991629
Black655504596152396645836
Hispanic9625338146652348635437
Native Hawaiian<100<0<<<<<100<0
White268660143589541124886412
Two or more races177961212483591713816719
Students with Disabilities10372763113726637332567
Economically Disadvantaged754484696253386625638
English Learners240386064842522474553
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147258281272602813715829
Female167761231476622415766024
Male13685532969593111675533
American Indian-505050<<<<10605040
Asian309060102485621527886112
Black553484735451465544946
Hispanic765583546359377575043
Native Hawaiian<<<<<<<<<<<<
White218665141786681419856615
Two or more races147460261479652112766424
Students with Disabilities8312369733266710302070
Economically Disadvantaged453494745046505524748
English Learners135346533735633302770
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students179073101190791011897811
Female189274812917991391789
Male1688721298879129887912
American Indian2093737-91919-92928
Asian259165919947462091719
Black583781738380173817819
Hispanic129179958580159888012
Native Hawaiian<100<0<<<<<100<0
White279669416957951695795
Two or more races17937671491779894866
Students with Disabilities662563895546457585142
Economically Disadvantaged582771879084104807720
English Learners164633616260382656335
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247551252475512523755225
Female278053202881521928815319
Male207050302070503019705130
American Indian56863321276652414735927
Asian499040104888401247894211
Black860524075952417605240
Hispanic146854321568533214695531
Native Hawaiian2791649<<<<10605040
White358652143688521236885212
Two or more races217655242482581824775423
Students with Disabilities7362964104131599382962
Economically Disadvantaged758514285648447585042
English Learners450455033228684393561
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students237249282671452924704630
Female287951213278462229774823
Male186647342166443419634537
American Indian-707030<<<<-808020
Asian47904310529038104992428
Black854464695041507504250
Hispanic156753331767503316655035
Native Hawaiian<<<<<100<0<<<<
White338552153785481535844916
Two or more races267347272382591820725328
Students with Disabilities9281972103525659292071
Economically Disadvantaged754474694940518504250
English Learners332296822523756383262
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207959212278562223805620
Female228361172583581728845716
Male197557251974552619755625
American Indian-8383171090801025674233
Asian428645144485421545864214
Black567623376660347676033
Hispanic137260281469563113725928
Native Hawaiian<100<0<<<<<<<<
White33905710359055103692558
Two or more races148268182581571928825518
Students with Disabilities54237581046365410473753
Economically Disadvantaged564583676255387655735
English Learners139396143632643403660
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177255281777602318775923
Female177457261779622118806120
Male167053301775582517755825
American Indian963543867771237736527
Asian399152941925184093537
Black655494566356377645636
Hispanic106454361068583210695831
Native Hawaiian138875131783661715816719
White238461162387641324876413
Two or more races147257281778612218765824
Students with Disabilities9393161942325810433357
Economically Disadvantaged655494586456368635537
English Learners116150391368543215695531
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students186749331773562721785722
Female176850321672562820785822
Male186648341873552722785622
American Indian<<<<20806020<<<<
Asian378751133489551139905110
Black850425096052409655635
Hispanic9605140862543812685632
Native Hawaiian<<<<<<<<<100<0
White237653242181591927886112
Two or more races167559251669543123785522
Students with Disabilities134128591142315814473353
Economically Disadvantaged852444885850429665634
English Learners106151391369563115735927
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278154192985551534834917
Female268357172887581334844916
Male288052203083531733824918
American Indian<<<<<100<0<<<<
Asian489547558963745895375
Black166953311475612518735527
Hispanic197657241676612417745726
Native Hawaiian<100<0<100<0<<<<
White32895611369154944904610
Two or more races257853223290581029825318
Students with Disabilities135239481551374916543846
Economically Disadvantaged136956311575602517725528
English Learners197658242280582028815319
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267550253182521833835017
Female257751233184531634865214
Male267448263080502032814919
American Indian20533347<<<<<<<<
Asian589234860953656095345
Black126250381770543017715429
Hispanic136148392377542325795421
Native Hawaiian<100<0<100<0<100<0
White338653143790531041905010
Two or more races167155292979502133875413
Students with Disabilities104232581251394915473353
Economically Disadvantaged106049401570553018725428
English Learners126249382479552123785522
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1169583176861329706230
Female11726128871632910746426
Male1165553566458367675933
American Indian9554545-646436<<<<
Asian25926782286641418907210
Black350475035451464555045
Hispanic965563525754434736827
Native Hawaiian<100<0<100<0<100<0
White178467161084741613857215
Two or more races10716129663573710716129
Students with Disabilities1135246583325678372963
Economically Disadvantaged453494735451465565144
English Learners1057474365852428736527
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students155743431769523114665234
Female155944411872552815695431
Male145641441666503413635037
American Indian<<<<8504250-545446
Asian3988491244945063592588
Black332296834643545443956
Hispanic444395685648447504350
Native Hawaiian<100<0<<<<<<<<
White217553252383601719826418
Two or more races13554245137461268574943
Students with Disabilities927187392819727231677
Economically Disadvantaged433296754742534433957
English Learners739326144945516433857
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students353504735854423575443
Female356534436157393626038
Male452484845552454534947
American Indian<<<<<100<0<<<<
Asian878702287568257787122
Black238366224442563494751
Hispanic-51514945651442444256
Native Hawaiian<100<0<100<0<100<0
White572682857469264696531
Two or more races550455025856422656335
Students with Disabilities9302170832246810302070
Economically Disadvantaged341385934441563494551
English Learners140406054843523434057
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students577722368276186837717
Female681741978578157868014
Male574702657974216807420
American Indian-696931-8282181695795
Asian229371724936972194736
Black165643517271281757425
Hispanic472682817473262737127
Native Hawaiian<<<<<<<<<100<0
White78780139908110991829
Two or more races476722458884128736527
Students with Disabilities-4343571454455-545446
Economically Disadvantaged262603828785132727128
English Learners663573756762331616039
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137461261582671812786622
Female137663241784681612806820
Male127260281480662011756425
American Indian<<<<<<<<<<<<
Asian349359738945663794576
Black156544426765331595841
Hispanic7686032107767236706430
Native Hawaiian<100<0<100<0<<<<
White1987681322927081691749
Two or more races137764231990711014806720
Students with Disabilities237346324543552434157
Economically Disadvantaged357544378679143625938
English Learners6575143106555358645636
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298859122689621127896211
Female298859122589641127906210
Male298859122888601227896211
American Indian18100820<100<0<100<0
Asian559641456953954997483
Black676702457974219857615
Hispanic248662142488641214857115
Native Hawaiian<100<0<<<<<100<0
White3893557339360734905710
Two or more races238864122490661027886212
Students with Disabilities117059301169583114715729
Economically Disadvantaged12786622149480611867514
English Learners298757132482591816887113
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198364171683671719846616
Female178366171583691717856815
Male208262181782661820836317
American Indian3757225107768239847616
Asian419352731916093894566
Black569643157065306716629
Hispanic12766424976672411766524
Native Hawaiian68882121981631919866714
White279366723937072794676
Two or more races218866121688721221896811
Students with Disabilities752454875347479524348
Economically Disadvantaged769623177366277706330
English Learners9655535760524011615139
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298051202582571835855115
Female277952212282591833865314
Male318150192782551836844816
American Indian-737327<<<<<<<<
Asian569135942914995895375
Black116756331169583117755825
Hispanic146652341174622622765424
Native Hawaiian<100<0<100<0<100<0
White419150934915794492488
Two or more races258459162786591445904610
Students with Disabilities9473853955464516543846
Economically Disadvantaged106655341067573318745626
English Learners96051401269573121725128
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students3656235670643012776523
Female2646236569653110786822
Male3656235670643014776323
American Indian<<<<<<<<25835817
Asian5817519107767232893657
Black151504925856423605740
Hispanic259584146359376686232
Native Hawaiian<<<<<<<<<100<0
White5837917108576151891749
Two or more races372692878275188827418
Students with Disabilities6433757647415311453455
Economically Disadvantaged254524635653444615639
English Learners-36366434442564464154
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128573151686701416836817
Female128674141788711215857015
Male128371171584691616826618
American Indian<<<<10807020<<<<
Asian2893657329059103193627
Black172712837471262706730
Hispanic984751688274188756825
Native Hawaiian<<<<<100<0<<<<
White199575525957052695695
Two or more races128775131589741116887312
Students with Disabilities149475135249483514749
Economically Disadvantaged271682988982114686432
English Learners364613635249482555345
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students249369722957352394706
Female219371721957452294726
Male279467623957252694686
American Indian1891739<100<0<100<0
Asian469953139986024995465
Black584791658883125878213
Hispanic1894766199576517907310
Native Hawaiian<100<0<<<<<100<0
White309767329987022997683
Two or more races279366724997511995765
Students with Disabilities776692458478162838117
Economically Disadvantaged988791211988726878113
English Learners1597823219877217796221
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12857315982731810857515
Female984751678174198867714
Male158571151284721611857315
American Indian-828218<<<<8837517
Asian319160920937372492688
Black271692916766331747326
Hispanic879702157469265787322
Native Hawaiian<100<0<<<<<<<<
White179578515958051695795
Two or more races1191809788811211897911
Students with Disabilities252504845148491535247
Economically Disadvantaged270683048380172727028
English Learners151504925351471565544
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328654142687601327865914
Female308656142587631326866114
Male348652142887581329865714
American Indian168165191083741714786422
Asian579538552954355196454
Black147560251177662311746326
Hispanic248156191982631819826418
Native Hawaiian3983431716897411-818119
White439450636945863794576
Two or more races35905510309161927906310
Students with Disabilities135946411160494013594641
Economically Disadvantaged157458261682661812746226
English Learners237451262073522723785422
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168872121688721217856715
Female158773131388751216846916
Male188972111988701219856515
American Indian1810082021866414-858515
Asian339360730946363692568
Black581751948076204726828
Hispanic118472161084741615836917
Native Hawaiian<<<<<100<0<<<<
White249571525957052794686
Two or more races219271813917891791749
Students with Disabilities460564046056403555245
Economically Disadvantaged579732198980115726728
English Learners365623536460365635837
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students39773823
Female37784122
Male41763524
American Indian27734527
Asian6996274
Black15594441
Hispanic31703930
Native Hawaiian<<<<
White55903510
Two or more races42824018
Students with Disabilities9382962
Economically Disadvantaged16604340
English Learners21624138
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228664142286641420856615
Female208767132086661418866814
Male248561152486621421846316
American Indian-6464368696231<<<<
Asian529442650954554595505
Black673672777366276736727
Hispanic198465161682661811776623
Native Hawaiian<<<<<100<0<100<0
White319564531956552795675
Two or more races1992738199374720907010
Students with Disabilities656504465246486575143
Economically Disadvantaged7736627148572155706530
English Learners10695931106454367655835
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students299465631936273091619
Female2693687279264825896411
Male339662435945963693587
American Indian<<<<<<<<<<<<
Asian479952161983725299471
Black118877121183721710796921
Hispanic3298662309262821906910
Native Hawaiian<100<0<<<<<100<0
White389860236976033997583
Two or more races319564528966842693677
Students with Disabilities198061201271602922765424
Economically Disadvantaged11897811209777312806820
English Learners14968242389661114877213
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students-898911148485217614439
Female-828218-46465418644636
Male-96964251494916594341
Asian<100<0<100<0<100<0
Black-8686141444456-414159
Hispanic<100<0-67673316685332
White-92928-51514937854815
Two or more races<100<0-60604027734727
Students with Disabilities<100<0-242476-232377
Economically Disadvantaged-8989112484652-404060
English Learners<100<0<<<<<<<<
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students37834717
Female35824718
Male38844616
American Indian<<<<
Asian6593287
Black14705630
Hispanic24745026
Native Hawaiian<<<<
White5293417
Two or more races35895411
Students with Disabilities14503750
Economically Disadvantaged15685332
English Learners16594441
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178064201480662022856315
Female148268181481681922866414
Male197960211580642022846216
American Indian<<<<<100<018644536
Asian30885812268559154296544
Black772652857368277746726
Hispanic157964211878612217796321
Native Hawaiian<100<0<100<0<100<0
White28906110249065103294626
Two or more races15857015248561152191709
Students with Disabilities849415185547455494451
Economically Disadvantaged972642887264289746526
English Learners1058484296758339696031
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students458741134789421146874113
Female448743134690431047884112
Male468640144888401246874013
American Indian<<<<<100<0<<<<
Asian689728373972437398242
Black297749232881531927785122
Hispanic328149192879512127845716
Native Hawaiian<100<0<100<0<<<<
White559237858943666093337
Two or more races4591469559237842884612
Students with Disabilities166146391562483818614339
Economically Disadvantaged267650242680542024785322
English Learners35824718378144194591469
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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 90.64 State: 91.04Division: 91.18 State: 91.28Division: 89.12 State: 90.38

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

2013-20142014-20152015-2016
State000
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten1,0931,0391,034
Kindergarten3,8533,8083,775
Grade 13,9333,9403,848
Grade 23,9373,9293,899
Grade 33,7253,9533,989
Grade 43,7713,7433,980
Grade 53,6843,8453,807
Grade 63,8303,7463,926
Grade 73,8283,8513,818
Grade 83,9303,7993,865
Grade 94,1474,3524,118
Grade 103,8523,8654,089
Grade 113,4963,7203,702
Grade 123,4903,3813,684
Total Students50,56950,97151,534
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

2015 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
Subgroup2013-20142014-20152015-2016
All Students505695097151534
Female243242468625020
Male262452628526514
American Indian139129138
Asian445047185068
Black184711850018761
Hispanic388341604243
Native Hawaiian434652
White216922130921042
Two or more races189121092230
Students with Disabilities554558346184
Not Students with Disabilities450244513745350
Economically Disadvantaged209522050522343
Not Economically Disadvantaged296173046629191
English Learners356238103937
Not English Learners470074716147597
Homeless396440343
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 StudentsDivision196813881884123078
State4917334246347093350192269
FemaleDivision107460656158328
State268261510112433531834822
MaleDivision8947821322614750
State2234719145222758031851447
American IndianDivision760020
State110111115287
AsianDivision2066340124
State44281224891612962
BlackDivision487758125810246
State79001054014302301415981
HispanicDivision979872426
State44244514381851538310
Native HawaiianDivision<<<<<<
State71410193
WhiteDivision110241342306817
State300171650514315601740817
Two or more racesDivision674710135
State222313111283616089
Students with DisabilitiesDivision382131881394
State946531134691091067120
Economically DisadvantagedDivision3586761191213252
State921814811194032621251240
English LearnersDivision66970457
State448207029417117888
HomelessDivision63910097
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 Students3893354491360192.52305.9
Female1862173693.2176194.6834.5
Male2031180889184090.61477.2
American Indian151386.71386.7213.3
Asian28927394.527795.8124.2
Black1526137089.8138390.61026.7
Hispanic25220280.220681.74216.7
Native Hawaiian0<<<<<<
White1672155793.1159095.1684.1
Two or more races13312493.212795.532.3
Students with Disabilities48343990.944491.9398.1
Economically Disadvantaged1349115385.51173871329.8
English Learners1348261.28966.44533.6
Homeless715577.55577.5912.7
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken2,259 / 15.08%2,868 / 18.72%2,733 / 17.53%
Advanced Placement Course Enrollment3,535 / 23.59%3,613 / 23.59%3,930 / 25.2%
Dual Enrollment260 / 1.74%278 / 1.81%380 / 2.44%
Governor’s School Enrollment183 / 1.22%191 / 1.25%188 / 1.21%
IB Course Enrollment314 / 2.1%459 / 3%487 / 3.12%
Senior Enrolled in IB Program74 / .49%105 / .69%94 / .6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
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 StudentsDivision3205238825
State807645806228
FemaleDivision1618126522
State410163155223
MaleDivision1587112329
State397482651033
American IndianDivision0<100
State25416635
AsianDivision24320316
State5269454514
BlackDivision111972235
State175771162334
HispanicDivision1599739
State7574489435
Native HawaiianDivision0<100
State1147732
WhiteDivision1589130018
State467663441226
Two or more racesDivision856128
State3210234527
Students with DisabilitiesDivision21310750
State5865307548
Economically DisadvantagedDivision90052542
State228881345141
English LearnersDivision19412934
State5050327035
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
2013-20142014-20152015-2016
NOCTI AssessmentsDivision397354336
 State502439714139
State LicensuresDivision44101102
 State90516731790
Industry CertificationDivision322738503721
 State6932189541100544
Workplace ReadinessDivision406842925
 State283493366530775
Total Credentials EarnedDivision407451475084
 State103599128850137248
Students Earning One or More CredentialsDivision376443744322
 State86257104867109089
CTE CompletersDivision176514612640
 State419243929142404
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 Students27425605354263.2%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students28706168349556.7%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students28065828371863.8%
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
6767.467.3

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2012-20133,815.004,604.00692.00
2013-20144,435.003,856.00687.00
2014-20154,698.004,055.00553.00

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
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 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
2012-20132013-20142014-20152015-2016
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 Students481642211841854489692073700844486642675876113448846256110151283
Female23307106540040623726935342394236351260413532237851240461595
Male248571146441448252431138358450250291415463602250611321554688
American Indian121378118141711913061191047
Asian423779202245117021294781153234150481534646
Black17475103944144817661993354441175751204474560174881138499702
Hispanic354417882723835165417339962097410541032428498
Native Hawaiian40321343033841046511
White21052801251273209077172482552013696125537519908886323377
Two or more races16951083830190311135362019131494721341275852
Students with Disabilities5286410159159514939514112653764631661845759480243338
Economically Disadvantaged177841311546477187051276421431198631652597782196441608707909
English Learners36401325446391811828564121177508141672206384
Homeless723125771287159756906301235612056211976127
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
Subgroup2013-20142014-20152015-2016
All Students96.7796.1995.97
Female96.896.296
Male96.7396.1895.94
American Indian94.0894.6594.09
Asian98.0397.3397.09
Black96.4295.9795.66
Hispanic96.5195.8595.7
Native Hawaiian96.1395.8195.73
White96.996.2396.07
Two or more races96.495.9295.7
Students with Disabilities95.5395.1294.4
Economically Disadvantaged95.8495.3194.94
English Learners97.0996.5196.28
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

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses287
Technology Offenses36
Offenses Against Student460
Offenses Against Staff228
Weapons Offenses106
Property Offenses143
All Other Offenses216
Other Offenses Against Persons2,301
Disorderly or Disruptive Behavior Offenses2,924
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 Indian.275.55.253.46.268.42
Asian8.8.849.256.79.8341.09
Black36.52676.0936.29577.1336.40575.17
Hispanic7.6794.358.1623.968.2334.26
Native Hawaiian.085.02.09.101.04
White42.89614.8241.80614.1540.83115.27
Two or more races3.7393.344.1383.614.3273.74
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 Indian.275.2533.45.268
Asian8.89.2569.834
Black36.52662.536.29582.7636.40568.42
Hispanic7.6796.258.1623.458.2333.51
Native Hawaiian.085.09.101
White42.89628.1341.80610.3440.83124.56
Two or more races3.7393.134.1384.3273.51
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian.275.253.268
Asian8.83.139.2569.834
Black36.52659.3836.29569.0536.40565.71
Hispanic7.6793.138.1627.148.2335.71
Native Hawaiian.085.092.38.101
White42.89628.1341.80611.940.83125.71
Two or more races3.7396.254.1389.524.3272.86
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students39.9940.9741.05
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students42.6743.4642.92
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students80.0980.8380.46
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

2014-2015 Grades K-7 Student Teacher Ratio: 13.95 : 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

2014-2015 Grades 8-12 Student Teacher Ratio: 14.08 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional3%4%
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
 2013-20142014-20152015-2016
Division
All Schools2%2%-
High Poverty3%2%-
Low Poverty-1%-
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%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: 2015-2016

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
2013-201437%59%1%3%
2014-201539%58%1%2%
2015-201639%58%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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