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General school information

Division: Henry County Public Schools
Address: 3300 Kings Mountain Rd Admin Bldg 3rd Fl Collinsville, VA 24078-8958
Superintendent: Dr. Jared A. Cotton
Region: 6
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 Schools14
Fully Accredited13
To Be Determined1

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 StudentsDivision8484
 Virginia8586
FemaleDivision9087
 Virginia8989
MaleDivision7981
 Virginia8283
American IndianDivision100
 Virginia8484
AsianDivision100<
 Virginia9092
BlackDivision8389
 Virginia7979
HispanicDivision8087
 Virginia7676
WhiteDivision8483
 Virginia8990
Two or more racesDivision<79
 Virginia8889
Students with DisabilitiesDivision5350
 Virginia5353
Economically DisadvantagedDivision7883
 Virginia7575
English LearnersDivision7788
 Virginia6767
Gap Group 2Division8389
 Virginia7979
Gap Group 3Division8087
 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 Students107465261276642414776423
Female117967211379652116806420
Male87062301073622711746326
American Indian<<<<<100<0<100<0
Asian2186641417947864692468
Black569643167064309706130
Hispanic86861321170593013736027
White127766231479652116816619
Two or more races117565251175642512725928
Students with Disabilities9403160944345610453555
Economically Disadvantaged769623186961319706130
English Learners65751431058494210645436
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students97061301373602713695631
Female117363271373602714705630
Male86759331372602812695731
Asian<100<0<100<0<100<0
Black3666334116857329625338
Hispanic116554351572572816735727
White117160291373602714725828
Two or more races9817219879722110584843
Students with Disabilities9473753166346389403160
Economically Disadvantaged867603386659348615239
English Learners66559351568523214715729
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127158291676592419806120
Female147358272082621819816219
Male116958311269573118796021
Asian<100<0<100<0<100<0
Black8585042669633114796521
Hispanic86355371568533217725528
White157763232080592021826118
Two or more races117059301975562516816519
Students with Disabilities53935611653374713635038
Economically Disadvantaged96557351170603013746026
English Learners6595441768623212665434
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187657241875582517765924
Female217856221977572322815919
Male167458261674582613725928
American Indian<<<<<100<0
Asian<<<<<100<0<100<0
Black1275632596556359645536
Hispanic147661241067583319735428
White227855222481571919826218
Two or more races166650341477642319816219
Students with Disabilities14392461638316316453055
Economically Disadvantaged157257281370573012726028
English Learners106757331260484017776023
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96860321371582914746026
Female107868221575602515776223
Male76053401168573214725828
Asian<100<0<<<<<100<0
Black5625738771642911685732
Hispanic5635737167861228686032
White117261281572562817796221
Two or more races11685732859514113695631
Students with Disabilities734286663124698413459
Economically Disadvantaged56156391068583210706030
English Learners-41415944036606585242
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8766824980722015816619
Female118069201185741521866514
Male6726628676702410766724
Black870623018079209756725
Hispanic6676033973642716846816
White88072201182711818846616
Two or more races137663241479642112715929
Students with Disabilities642365854439568453755
Economically Disadvantaged571662967366279746526
English Learners73730636413559-565644
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5696431968593210756525
Female5757025869613114796621
Male564593696858327726528
Asian<100<0<100<0
Black161603945754435686232
Hispanic265633585447469645636
White77063301175642513816819
Two or more races683781786758337716429
Students with Disabilities1252475113423665423758
Economically Disadvantaged363593746055407665934
English Learners-41415910342466-373763
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students689831158782136847816
Female7928587918497857815
Male586811438379175827718
Asian<<<<<100<0<100<0
Black288851338279183726928
Hispanic289871158378172807820
White890821068982117898211
Two or more races6898311492888-737327
Students with Disabilities16523648-4242588393161
Economically Disadvantaged586811438178194777323
English Learners7645736-6969319453655
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 Students107262281069593113746026
Female128271181374622618826418
Male8635537864563610665734
American Indian<<<<<100<0<100<0
Asian<<<<<100<0<<<<
Black365623546358379716229
Hispanic1275632546460369675833
White127362271373602716756025
Two or more races97263281559444115755925
Students with Disabilities9342566931236914402660
Economically Disadvantaged767603366154399685932
English Learners347445323330673242176
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students96859321063533712695831
Female127967211169583117806320
Male759524185749437605340
Asian<100<0<<<<
Black463593755349479665834
Hispanic8696131453494710685732
White106857321269573113715829
Two or more races147662241453394711645436
Students with Disabilities103019701029197110332267
Economically Disadvantaged764563665347478625538
English Learners-47475332824726443956
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students107565251175642515776223
Female128674141480662018846516
Male9665734870633012716029
American Indian<<<<<100<0
Asian<<<<<100<0<100<0
Black366633447066309766724
Hispanic1480652057873227665934
White137966211376632418796121
Two or more races46864321668523219816319
Students with Disabilities7393261734276618472953
Economically Disadvantaged6706430769623111736227
English Learners5474253-434357---100
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 Students147662241479652114816719
Female158066201683671714837017
Male137259281376632414786522
American Indian10605040<<<<<<<<
Asian221007804410056047100530
Black1170593097263289766724
Hispanic167963211581661913847216
White157863221681651916826618
Two or more races127866221280682013806620
Students with Disabilities94233581049385112513949
Economically Disadvantaged127260281075652511766524
English Learners167357271474612611806920
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147056301477632316766124
Female157358271478652212766424
Male126855321576612419775823
Asian<100<0<100<0<100<0
Black552474887365277726528
Hispanic157560251278662213836917
White167458261777602319785922
Two or more races198465161587721318634538
Students with Disabilities15503550963543816493351
Economically Disadvantaged116756331274622613705730
English Learners137461261176652412847216
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students338552152884561625856115
Female368852123389561121866514
Male298152192480562028855715
Asian<100<0<100<0<100<0
Black317645241978582222815919
Hispanic30845416269366818836517
White358852123184531626876113
Two or more races228764132886581426896311
Students with Disabilities134834521659434124694631
Economically Disadvantaged278154192082621821815919
English Learners33845116259369717816419
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278254182884561622795821
Female278255183288571224835917
Male288153192581561919765724
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black318150192177562313675433
Hispanic258358172784561622896711
White288254183287561324805620
Two or more races16766124218463162792658
Students with Disabilities12483652641345919432457
Economically Disadvantaged257853222284621616776123
English Learners198162192481571920907110
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students87870221182711814857115
Female88375171180682013897511
Male87466261085741514816719
Asian<100<0<100<0<100<0
Black375722587971217827518
Hispanic148874121084741611867514
White97768231384711617866814
Two or more races-767624-7070309827318
Students with Disabilities8453755166347377534647
Economically Disadvantaged6736727878702211837217
English Learners-777723469653113837117
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students559544146359375706530
Female564593637066305726728
Male454504645753435686332
Black256544415352472636137
Hispanic7585142472682813736127
White661553956559355726628
Two or more races3484552-595941-717129
Students with Disabilities629237114195818383062
Economically Disadvantaged456524435754436635837
English Learners10453455-4444564615739
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students365623527573251767524
Female375722538381171818119
Male357544326967311737127
Asian<100<0<100<0
Black35653443696631-828218
Hispanic464603636966312838117
White365613528078201747326
Two or more races-848416-727228-575743
Students with Disabilities7373063105040503383462
Economically Disadvantaged363603736966311747326
English Learners-5050507554845-787822
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students379762138582155858015
Female485811538986117878013
Male273712728078203838017
American Indian<<<<<<<<<<<<
Black276742418079201838217
Hispanic-80802058883123888413
White380772038682147857915
Two or more races-82821828482163848116
Students with Disabilities-363664-5151491686632
Economically Disadvantaged171702928280182817819
English Learners-424258-6868324716829
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students780742086860325777223
Female582771887062304807620
Male778712296657346756925
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<100<0
Black-6565354514749-656535
Hispanic6847716770633011817019
White8847616107363276797421
Two or more races147964217716429-848416
Students with Disabilities-272773-1818824504650
Economically Disadvantaged475712556155393737027
English Learners<<<<<<<<-585842
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students279569533956253796584
Female269469637955754097573
Male289768329956653394616
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black13887513179173930885812
Hispanic259873248914392394716
White339765337976034199581
Two or more races3610064040935375793367
Students with Disabilities-707030<<<<<100<0
Economically Disadvantaged239370726946864093537
English Learners<100<0<<<<<100<0
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

Overall Student Performance: Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108272181282701810807020
Female98374171083731710817119
Male118170191381681910806920
American Indian<100<0<<<<<100<0
Asian18100820319262830100700
Black574692677366275716629
Hispanic879712167669248756625
White128573151486721412847216
Two or more races88475161181701910817119
Students with Disabilities549445164943519554645
Economically Disadvantaged777702387769237756825
English Learners768613275750437615439
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168265182483601716766124
Female158166192185641517776023
Male188365172782551814766124
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black137764231976582410605140
Hispanic108272181677612316725628
White208464162888601218826418
Two or more races8797121188264181492788
Students with Disabilities75346471046365417574043
Economically Disadvantaged127966211781641911705930
English Learners118170191471572915776223
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students480762077972217756925
Female482781868073206756925
Male579742187870227766924
Asian<100<0<100<0
Black-70703057166291626138
Hispanic476732456358387746726
White582771888577159827318
Two or more races8898111148369174615739
Students with Disabilities149475165448465474153
Economically Disadvantaged376732437268284666234
English Learners-5959413403760-333367
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9807120876682410827118
Female10797021879712111857415
Male881731997465269786922
American Indian<100<0<100<0
Asian<100<0<<<<<100<0
Black364613636965313838017
Hispanic13796621-7373275706530
White118575151180692012827018
Two or more races595905568633214867314
Students with Disabilities-373763-4343572555345
Economically Disadvantaged676702476962318787022
English Learners-626238-252575-535347
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9908110583781712857415
Female79588558277188867814
Male12837117585801516856915
Black2868314168663212746226
Hispanic686801428280189807120
White1193827789821112907810
Two or more races2392698-78782215856915
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged6868014280782013837017
English Learners<<<<<<<<<<<<
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11817019118876136847816
Female980712098778136847816
Male12837017148874126847916
Asian<100<0<100<0<100<0
Black575702537774233797721
Hispanic473692738885122797621
White1485711516917598898011
Two or more races-65653598677146777123
Students with Disabilities14341573484552-494951
Economically Disadvantaged675692598475162797721
English Learners-383863-727228-525248
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 Students238764132286631420856415
Female228665142084641620836317
Male258863122587621321866514
American Indian<100<0<100<0<100<0
Asian33936073387531355100450
Black158166191380672013806720
Hispanic188870122082621817816419
White278962112688621224876413
Two or more races198667142589651118826418
Students with Disabilities106352371364513614624938
Economically Disadvantaged208465161882641815806520
English Learners197960211664493619634437
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1191809780732012837117
Female119382757872229796921
Male119079101083741716887212
Asian<<<<<<<<<100<0
Black686791436562353757125
Hispanic288861298172194827818
White1494806986771417866914
Two or more races689831198374177807320
Students with Disabilities-707030-5050502474453
Economically Disadvantaged788811257367279776823
English Learners-696931-404060-424258
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178467161986671411806920
Female158166191687711312786622
Male198667142186651410827118
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black5767124107969215807520
Hispanic13847116189071106736727
White218665142187661315836717
Two or more races883751720937377716329
Students with Disabilities14948515555045-474753
Economically Disadvantaged11796821168568155746826
English Learners-676733-646436-484852
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118371171782651810806920
Female6787122117766237787022
Male178871122489641113826818
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black269673147773235757025
Hispanic892848158066207756825
White168568152285631512827018
Two or more races-8181191479642111786822
Students with Disabilities-434357-5757434524848
Economically Disadvantaged88072201576602410786822
English Learners-828218<<<<<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students328755132889611123906610
Female35895411289062102491679
Male308656142889601123896611
American Indian<100<0<100<0
Asian<100<0<100<0
Black13837117179174914857115
Hispanic208060201973532721876613
White3989501134925882793657
Two or more races29875813319767321866414
Students with Disabilities5575243107363276655935
Economically Disadvantaged268457162085651516846816
English Learners1156444444137595585342
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students42914993788521242904710
Female40915193788521244904610
Male44914793788521241894911
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black468943112985561532845216
Hispanic36945863085551540874713
White4491479419049104792458
Two or more races26876113358550154097573
Students with Disabilities136754331259474125714529
Economically Disadvantaged368953112986571432885612
English Learners35925782980512044864214
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: 89.46 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-kindergarten297291322
Kindergarten565510530
Grade 1571579525
Grade 2569554591
Grade 3537555566
Grade 4518543568
Grade 5532520550
Grade 6536528536
Grade 7574552537
Grade 8549571549
Grade 9654604657
Grade 10515603554
Grade 11536467542
Grade 12475538481
Total Students7,4287,4157,508
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 Students742874157508
Female354535373562
Male388338783946
American Indian161210
Asian303030
Black157515781641
Hispanic9439741030
Native Hawaiian11
White441543424286
Two or more races448478511
Students with Disabilities9469971030
Not Students with Disabilities648264186478
Economically Disadvantaged485341183720
Not Economically Disadvantaged257532973788
English Learners596514583
Not English Learners683269016925
Homeless231842
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 StudentsDivision2442332982812
State4917234247347693750052232
FemaleDivision1669161132
State268261510012453531829806
MaleDivision781422371510
State2234619147223158431761426
AsianDivision<<<<<<
State44281223901613062
BlackDivision56633262
State78991054114312301412964
HispanicDivision13234060
State44244511381851536311
WhiteDivision1651382051410
State300171650814345631731798
Two or more racesDivision1072110
State222313111283715989
Students with DisabilitiesDivision33229031
State946530734751091062120
Economically DisadvantagedDivision109127184167
State921814810194032821221221
English LearnersDivision0103030
State448206829417117888
HomelessDivision<<<<0<
State1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students55450691.351492.8285.1
Female27926394.326494.6134.7
Male27524388.425090.9155.5
Asian0<<<<<<
Black13212292.412493.964.5
Hispanic4640874087613
White35232391.832893.2144
Two or more races211990.52095.214.8
Students with Disabilities686494.16494.134.4
Economically Disadvantaged28125490.425891.8165.7
English Learners161381.31381.3318.8
Homeless0<100<10000
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken119 / 5.46%32 / 1.45%12 / .54%
Advanced Placement Course Enrollment650 / 29.82%490 / 22.15%186 / 8.33%
Dual Enrollment346 / 15.87%506 / 22.88%397 / 17.77%
Governor’s School Enrollment51 / 2.34%53 / 2.4%55 / 2.46%
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 StudentsDivision41427434
State800255758028
FemaleDivision21215029
State404623112723
MaleDivision20212439
State395632645333
AsianDivision0<100
State5267459213
BlackDivision967126
State171671128234
HispanicDivision331555
State8077522135
WhiteDivision26917734
State457593374926
Two or more racesDivision151033
State3387249826
Students with DisabilitiesDivision281354
State5663303146
Economically DisadvantagedDivision23014537
State224061294742
English LearnersDivision13<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
CTE CompletersDivision286316286
 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 Students2033259729.8%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students1021405237.1%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students37502652%
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
66.868.168.4

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
2012-20132,248.006,040.001,165.00
2013-20142,150.006,240.001,139.00
2014-20152,041.006,465.001,082.00

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 Students6755412147205672646519322267114641812266660499181281
Female3263203589132462128110932272079098318722485117
Male3492209891143480253112113348425791128347327596164
American Indian2000011310101019100
Asian37000340003300129000
Black14657331351462773742146584255214831093357
Hispanic805371412865401613902431714931571316
White4054284100153394531612515438643091271443769289124186
Two or more races3741825409291413436271214438431122
Students with Disabilities8379032309058343429331043748922963162
Economically Disadvantaged4389343123157439438316517238293511411723832402145213
English Learners51623645472461052425685743485
Homeless3610593711314435474113211
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.3195.5395.15
Female95.4395.7195.36
Male95.295.3694.95
American Indian92.8694.9495.73
Asian98.189897.55
Black96.0995.9895.63
Hispanic96.1396.3195.81
Native Hawaiian98.5590
White94.8695.1894.83
Two or more races95.2295.5294.82
Students with Disabilities94.294.494.04
Economically Disadvantaged94.7494.7694.18
English Learners96.3296.4995.88
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 Offenses49
Technology Offenses42
Offenses Against Student54
Offenses Against Staff15
Weapons Offenses32
Property Offenses31
All Other Offenses62
Other Offenses Against Persons159
Disorderly or Disruptive Behavior Offenses796
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 Indian0.2980.260.2150.480.1620.35
Asian0.5010.530.4040.405
Black21.17229.6121.20430.6121.28129.38
Hispanic11.755.3912.695913.1366.57
Native Hawaiian0.0140.0130.013
White60.8558.0359.43752.3458.55754.49
Two or more races5.4156.186.0317.566.4469.22
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 Indian0.2980.2150.162
Asian0.5010.4040.405
Black21.17223.0821.2044021.28120
Hispanic11.753.8512.6956.6713.136
Native Hawaiian0.0140.0130.013
White60.8573.0859.43753.3358.55760
Two or more races5.4156.0316.44620
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 Indian0.2980.2150.162
Asian0.50116.670.4040.405
Black21.17216.6721.20421.281
Hispanic11.7512.69513.136
Native Hawaiian0.0140.0130.013
White60.8566.6759.43710058.557100
Two or more races5.4156.0316.446
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 Students65.6570.473.08
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 Students54.6561.5260.66
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 Students76.7774.574.51
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

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.64 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 13.73 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional5%6%
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 Schools---
High Poverty---
Low Poverty---
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

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

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2014-201551%47%1%1%
2015-201652%46%1%1%
2016-201753%44%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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