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General school information

Division: Isle of Wight County Public Schools
Address: 820 West Main Street Smithfield, VA 23430-1034
Superintendent: Dr. James Thornton
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Accountability

Accreditation Status

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

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

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

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

Total Number of Schools9
Fully Accredited9

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 StudentsDivision879089
 Virginia848586
FemaleDivision909292
 Virginia888989
MaleDivision858787
 Virginia818283
American IndianDivision100<
 Virginia788484
AsianDivision100<100
 Virginia909092
BlackDivision808385
 Virginia777979
HispanicDivision10010094
 Virginia767676
WhiteDivision909291
 Virginia898990
Two or more racesDivision869495
 Virginia898889
Students with DisabilitiesDivision676267
 Virginia525353
Economically DisadvantagedDivision778579
 Virginia747575
English LearnersDivision100<<
 Virginia676767
Gap Group 2Division808385
 Virginia777979
Gap Group 3Division10010094
 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 Students168064201982631816846716
Female188365172283611718866714
Male157863221680642014826818
American Indian-91919-757525<<<<
Asian269267826956952392698
Black765593586859327726528
Hispanic1891739209272812907810
Native Hawaiian<<<<<<<<<<<<
White218665142387641320886812
Two or more races138269182581561921866514
Students with Disabilities941335974336577494251
Economically Disadvantaged8675833107060308726428
English Learners1050405086254386504450
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178063202779522118836517
Female178265182778512221866514
Male187961212780532016816519
Asian<<<<<<<<<100<0
Black8675933116352378746626
Hispanic8837517<100<0793877
Native Hawaiian<<<<<100<0
White218564153284521624876313
Two or more races17836517508535156655935
Students with Disabilities6534747330277011615039
Economically Disadvantaged10726228176952319685932
English Learners<<<<<<<<<100<0
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217655242279572120856515
Female247955212780542019866714
Male177255281777602321856315
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<<<<
Black6575143146652347726628
Hispanic<100<0982731830704030
White268357172484601625906610
Two or more races23543146417332272691659
Students with Disabilities827197354641545595441
Economically Disadvantaged13635037127058307766924
English Learners<100<0<<<<<<<<
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187658242074542625825718
Female187759232277552329855615
Male187557251772542822795821
American Indian<<<<<<<<<100<0
Asian<100<0<100<0<<<<
Black10564644362593816745826
Hispanic20806020<100<017836717
White228261182679532128855715
Two or more races57974211750335035804520
Students with Disabilities635296563327677534547
Economically Disadvantaged75548451163523715745826
English Learners<<<<<100<0<<<<
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188264182380572018806220
Female198364172784571619795921
Male178164192077572317816419
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black7686032126048405625738
Hispanic18917394093537<100<0
White238865122786591421856415
Two or more races67569252486621436865014
Students with Disabilities9494051941325911392861
Economically Disadvantaged772662886254388696131
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187962212884571615826718
Female218463163187551319846516
Male157560252482581812816819
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black86557351371592911685832
Hispanic810092055913692193717
White248561153389561118876913
Two or more races13938073181501915907510
Students with Disabilities732256855752436423658
Economically Disadvantaged9675833167660246645836
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168165191082721813826918
Female208364171385721514877313
Male13796621880722012776523
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black365623566661341666534
Hispanic3393607694896<<<<
White208666141490761019897011
Two or more races20806020-939371891739
Students with Disabilities1244335693627643423958
Economically Disadvantaged665593567266285696431
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students7867914591869592878
Female891839891849893867
Male6827618391889391889
Asian<100<0<100<0<100<0
Black577722328179192838117
Hispanic-888813-888813-94946
White9908110896884696894
Two or more races6100940-949467100930
Students with Disabilities1151404985850426514649
Economically Disadvantaged776692418282182828118
English Learners<<<<<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

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 Students177658241880622017806320
Female238259182385621521856415
Male127058301376632412746326
American Indian<<<<<<<<<100<0
Asian31100690<100<02592678
Black757494356762338696131
Hispanic17836617148673147857815
White228361172586621421856415
Two or more races147561251388751321826118
Students with Disabilities737306363226688362864
Economically Disadvantaged856484476558357655835
English Learners<<<<<<<<
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147662241675592518755726
Female198263182283611725825718
Male106960311067573311675633
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black5575243659534112604840
Hispanic148671141794786<<<<
White178365172182611820816119
Two or more races135340471381691923775423
Students with Disabilities103222685262174-262674
Economically Disadvantaged856494475852429584942
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248460162085661516856915
Female328958112588631219897011
Male177963211583681713816819
Asian<100<0<100<0<100<0
Black1069593147571255777223
Hispanic2488651211796821-898911
White31916092890631022896711
Two or more races21896811139481620876713
Students with Disabilities8544646739326116452955
Economically Disadvantaged1169593177365274747026
English Learners<<<<<<<<
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 Students147864222085651517846616
Female158166192186661418856815
Male137663241984651617826518
American Indian8675833179275813877313
Asian41894811409151945904510
Black564583697466268716329
Hispanic88779131988691315897411
Native Hawaiian<<<<<<<<<<<<
White188466162489651121896811
Two or more races97970212490661022866314
Students with Disabilities741345985244487484252
Economically Disadvantaged76659341175642510726228
English Learners9645536780732012594741
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147057302785591522876513
Female127462262485611522846116
Male166751332986571422896811
Asian<<<<<<<<<100<0
Black4575243126856329746526
Hispanic9736427<100<01493797
Native Hawaiian<<<<<100<0
White17765924309060102792658
Two or more races176548355710043022725028
Students with Disabilities9453655105040509645536
Economically Disadvantaged75953411377642313766324
English Learners<<<<<<<<<100<0
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288355173585501531875613
Female308152193685491527855815
Male268458163385521536895311
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<<<<
Black97162292274522620745426
Hispanic<100<027825518<<<<
White35875213378952113392598
Two or more races867583362953355591369
Students with Disabilities6423558135037507625538
Economically Disadvantaged197253282277542322785622
English Learners<100<0<<<<<<<<
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227553252577522326795321
Female247551252577522328805220
Male217655242576522424785422
American Indian<<<<<100<0<<<<
Asian<100<0<<<<<<<<
Black12524048964553619644536
Hispanic20705030<<<<1891739
White268357173182511828845616
Two or more races15857015867583338905210
Students with Disabilities9372863841335911362564
Economically Disadvantaged125846421767503320684832
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128068201987681318846616
Female147966211988691219866714
Male108070201886681417826618
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black457534367266286706430
Hispanic99182920876713<<<<
White15887312249268821896811
Two or more races-818119109080107807320
Students with Disabilities2504850754474611413059
Economically Disadvantaged6686232973652710746526
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188163192387641316816519
Female218665142890621019826318
Male157661241885671514816619
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black667613397768237645736
Hispanic8100920369155923775423
White26886213289264821886712
Two or more races1393807147964216898311
Students with Disabilities733266784335584373363
Economically Disadvantaged10695931147964215625738
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students375712558782131838217
Female378752258782131878613
Male371682958782132817919
Asian<100<0<100<0<100<0
Black55954412797721-747426
Hispanic<<<<8100920<<<<
White38380176918592898811
Two or more races-8282188100920<<<<
Students with Disabilities1044345635553453454255
Economically Disadvantaged361593927875222767424
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4858115884751611867614
Female3908710887791312907910
Male480762098071209827318
Asian<100<0<100<0<100<0
Black178762247672244777323
Hispanic-10010001381691910100900
Native Hawaiian<100<0
White58883121188781213907710
Two or more races-555545-8282187807320
Students with Disabilities-525248-585842-535347
Economically Disadvantaged177762347571255767124
English Learners<100<0<100<0
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students974652688073209776823
Female1179672178274189837517
Male7706430879712110706030
American Indian<<<<<100<0
Asian<<<<<100<0<100<0
Black256544446965312626038
Hispanic6817519-818119-858515
Native Hawaiian<100<0<100<0
White138370171085751513847116
Two or more races-878713<100<015856915
Students with Disabilities225237544642542454355
Economically Disadvantaged258574257065301575743
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13816819269468617907410
Female1484691625967141691769
Male11786622269265817897211
American Indian<100<0<100<0
Asian<<<<<100<0<<<<
Black4736927139178912877513
Hispanic-818119<<<<17897211
White1783661731956351891739
Two or more races1894766<100<020100800
Students with Disabilities<<<<<100<010100900
Economically Disadvantaged3757225148773136857915
English Learners<<<<
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 Students178668141585711515867114
Female168569151285731515867214
Male198667141785681516867014
American Indian<<<<<100<0-1001000
Asian4193527531004702291709
Black569643147066305746826
Hispanic118878129888012892838
Native Hawaiian<<<<<100<0<<<<
White229270819917292091729
Two or more races2391689199172921876613
Students with Disabilities952434844742538514350
Economically Disadvantaged872642867366278756725
English Learners<<<<<<<<<<<<
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258156192179572127886112
Female248157191575602526876113
Male268256182882551829906210
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<<<<
Black10615139960514015766124
Hispanic20907010<<<<2791649
White30895911248561153193637
Two or more races308555153375422543864314
Students with Disabilities11483752433296711564644
Economically Disadvantaged106454361563483719816219
English Learners<<<<<100<0<<<<
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students13857315118877121291799
Female1085751510887813992838
Male15867114138976111591769
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black46562354777223-818119
Hispanic885771510100900<<<<
White179376714937971795785
Two or more races79386721937179100910
Students with Disabilities847395324744539665734
Economically Disadvantaged571652938077206817519
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128472161687711313816719
Female118473161388751215846916
Male128471161886671412776523
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black470663057570253635937
Hispanic6948966756925-93937
White16907410209272819886912
Two or more races138773131994756-696931
Students with Disabilities345425584739534383562
Economically Disadvantaged273712757872223656235
English Learners<100<0<<<<
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17937771990721012867314
Female1693777179275814877313
Male18947662088681211847316
American Indian<100<0
Asian<100<0<100<0<100<0
Black586811428684149766724
Hispanic<100<0<<<<<<<<
White2094756259167914897511
Two or more races<100<020100800991829
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged1390781068680145696431
English Learners<100<0<<<<
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1083731798476169867614
Female783761778679148837517
Male138371171083721711887712
Asian<100<0<100<0<100<0
Black-63633716362383747226
Hispanic6716529-898911-1001000
White149379713948161491779
Two or more races28946766948862791649
Students with Disabilities256534426260385484352
Economically Disadvantaged265633536865323757225
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 Students368752133490571034905510
Female338653143190591030895911
Male388850123690541038905210
American Indian30906010<100<01792758
Asian7695195771002305397433
Black197557251883641718806220
Hispanic329362734935972693677
Native Hawaiian<<<<<100<0<<<<
White429149940945364193537
Two or more races3790531030936474692458
Students with Disabilities15594541867593315624738
Economically Disadvantaged217857222183631721826118
English Learners<<<<<100<023775423
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students18796121209171920866614
Female167862222090701013847216
Male20816019209172928886012
American Indian<<<<<100<0
Asian<<<<<100<0<100<0
Black767603348278186746926
Hispanic15856915209373713806720
White2485611528946662792658
Two or more races2093737-949462993647
Students with Disabilities-44445676357374545046
Economically Disadvantaged1165543558478165756925
English Learners<<<<<100<0
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4991429
Female4591469
Male5391399
American Indian<100<0
Asian<100<0
Black23836017
Hispanic55100450
White5994356
Two or more races41884712
Students with Disabilities21694931
Economically Disadvantaged30865514
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168063202286641419886912
Female167660241988691317877013
Male178366172584591621886712
Asian<100<0<100<0<100<0
Black765583587163296807420
Hispanic167458262910071021100790
White21886712279164925906510
Two or more races1168583225946962392698
Students with Disabilities2555245-60604010524348
Economically Disadvantaged864563697566257777023
English Learners<<<<<100<0
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students309061102887591325896411
Female29916292283611721886712
Male30906010359257829896011
American Indian<100<0<<<<
Asian<100<0<100<0<100<0
Black107969211483691714746026
Hispanic15100850137360278100920
White379356735915693094646
Two or more races101009002780532017836717
Students with Disabilities8585042116858326696331
Economically Disadvantaged12827018148066208807120
English Learners<100<0<100<0
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0<100<0
Female<100<0
Male<100<0<100<0
Black<100<0
White<100<0<100<0
Economically Disadvantaged<100<0
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students28845516
Female27815419
Male30865714
American Indian<100<0
Asian<100<0
Black17705330
Hispanic31100690
Native Hawaiian<100<0
White34905610
Two or more races2793677
Students with Disabilities12493751
Economically Disadvantaged12736127
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students399151940945563793577
Female339158937955853596614
Male4590451042945163991529
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black218160192190691015887312
Hispanic3610064059100410<<<<
White469448647964844596514
Two or more races4692468471005305591369
Students with Disabilities95545451568533311665434
Economically Disadvantaged21846316269166922896711
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students569236866952855391389
Female539440666973134891429
Male5790331067932675892358
American Indian<100<0<100<0<100<0
Asian<100<0<100<060903010
Black388244185190391038824418
Hispanic<100<0<100<03895575
White619534571972535894366
Two or more races63100370641003606493297
Students with Disabilities176346371370583023654235
Economically Disadvantaged318352175089381135844916
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

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: >95 State: 91.04Division: 92.64 State: 91.28Division: 91.49 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-kindergarten139119108
Kindergarten346373356
Grade 1420402401
Grade 2368428404
Grade 3426385425
Grade 4386444381
Grade 5429387433
Grade 6392445390
Grade 7424403443
Grade 8439436409
Grade 9479492456
Grade 10462464457
Grade 11395409408
Grade 12402392412
Total Students5,5075,5795,483
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 Students550755795483
Female269227072669
Male281528722814
American Indian161417
Asian686970
Black151515361522
Hispanic166173149
Native Hawaiian565
White349335223481
Two or more races244259239
Students with Disabilities650658641
Not Students with Disabilities485749214842
Economically Disadvantaged195820051921
Not Economically Disadvantaged354935743562
English Learners343944
Not English Learners547355405439
Homeless4823
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 StudentsDivision226171105189
State4917334246347093350192269
FemaleDivision135645153
State268261510112433531834822
MaleDivision9110754136
State2234719145222758031851447
American IndianDivision<<<<0<
State110111115287
AsianDivision<<<<0<
State44281224891612962
BlackDivision42605084
State79001054014302301415981
HispanicDivision751000
State44244514381851538310
Native HawaiianDivision<<<<0<
State71410193
WhiteDivision1611023595
State300171650514315601740817
Two or more racesDivision1211010
State222313111283616089
Students with DisabilitiesDivision218102120
State946531134691091067120
Economically DisadvantagedDivision34668056
State921814811194032621251240
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 Students43940792.741293.8184.1
Female21320495.820596.252.3
Male22620389.820791.6135.8
American Indian0<100<10000
Asian0<100<10000
Black11910789.910789.986.7
Hispanic13131001310000
Native Hawaiian0<100<10000
White28526693.327195.193.2
Two or more races151493.31493.316.7
Students with Disabilities443068.23272.71227.3
Economically Disadvantaged11910890.810890.854.2
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken202 / 11.62%101 / 5.75%303 / 17.48%
Advanced Placement Course Enrollment208 / 11.97%106 / 6.03%328 / 18.93%
Dual Enrollment135 / 7.77%245 / 13.94%326 / 18.81%
Governor’s School Enrollment41 / 2.36%47 / 2.68%45 / 2.6%
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

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 StudentsDivision39924339
State807645806228
FemaleDivision21315627
State410163155223
MaleDivision1868753
State397482651033
American IndianDivision0<100
State25416635
AsianDivision0<100
State5269454514
BlackDivision1026437
State175771162334
HispanicDivision10<100
State7574489435
WhiteDivision26816240
State467663441226
Two or more racesDivision16<100
State3210234527
Students with DisabilitiesDivision31<100
State5865307548
Economically DisadvantagedDivision1005149
State228881345141
English LearnersDivision0<100
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 AssessmentsDivision--8
 State502439714139
State LicensuresDivision447
 State90516731790
Industry CertificationDivision294492745
 State6932189541100544
Workplace ReadinessDivision3838284
 State283493366530775
Total Credentials EarnedDivision3365341044
 State103599128850137248
Students Earning One or More CredentialsDivision274424749
 State86257104867109089
CTE CompletersDivision251234234
 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 Students22534820358.3%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students25541023557.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students30241823957.2%
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
70.968.869.7

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
2012-20134,772.004,727.00541.00
2013-20144,384.004,729.00555.00
2014-20154,467.004,918.00552.00

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 Students5425199594652352148314053192569199522425488112
Female2629922620257711040622606124374525511233354
Male27961073326265810443782713132545426731315558
American Indian14400133011311016100
Asian63200712006820166400
Black152852177146259203314637924291455702636
Hispanic1697311567461651136154955
Native Hawaiian0000000000000000
White34201233634330513252903361152625533011545461
Two or more races22993422411610244101822716310
Students with Disabilities650401110599361623611522024581492022
Economically Disadvantaged19391134031192812153581985144596318731475573
English Learners39000353014230043310
Homeless76627203212545429756
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 Students95.7995.8796.03
Female95.896.0196.08
Male95.7895.7395.99
American Indian94.5293.0896.94
Asian96.9397.5997.75
Black96.0996.2196.24
Hispanic95.6494.9695.89
Native Hawaiian94.1794.6295.97
White95.6895.8195.93
Two or more races95.2294.9295.74
Students with Disabilities95.0294.6595.01
Economically Disadvantaged95.2694.9995.08
English Learners96.2896.9596.66
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

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses41
Technology Offenses16
Offenses Against Student46
Offenses Against Staff16
Weapons Offenses<
Property Offenses24
All Other Offenses68
Other Offenses Against Persons165
Disorderly or Disruptive Behavior Offenses284
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.291.251.31.45
Asian1.235.441.237.631.277.45
Black27.5148.1227.53247.6827.75952.37
Hispanic3.014.673.1011.92.7171.58
Native Hawaiian.091.22.108.42.091
White63.42846.5663.1344.9463.48740.41
Two or more races4.4313.994.6424.434.3594.74
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.291.251.31
Asian1.2351.2371.277
Black27.5127.53227.759
Hispanic3.0143.1012.717
Native Hawaiian.091.108.091
White63.42810063.1363.487
Two or more races4.4314.6424.359
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.291.251.31
Asian1.2351.2371.277
Black27.5127.53227.759
Hispanic3.0143.1012.717
Native Hawaiian.091.108.091
White63.42863.1363.487
Two or more races4.4314.6424.359
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 Students37.3337.2537.25
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 Students41.2541.340.81
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 Students71.9373.2668.34
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: 14.62 : 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

2014-2015 Grades 8-12 Student Teacher Ratio: 13.5 : 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
 2014-20152015-2016
Provisional2%2%
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
 2013-20142014-20152015-2016
Division
All Schools---
High Poverty---
Low Poverty---
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
2013-201447%49%1%3%
2014-201546%50%0%4%
2015-201646%50%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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