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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 SubgroupType2014-20152015-20162016-2017
All StudentsDivision908989
 Virginia858687
FemaleDivision929294
 Virginia898990
MaleDivision878785
 Virginia828384
American IndianDivision<100
 Virginia848481
AsianDivision<100100
 Virginia909293
BlackDivision838584
 Virginia797981
HispanicDivision1009492
 Virginia767675
WhiteDivision929191
 Virginia899091
Two or more racesDivision949587
 Virginia888989
Students with DisabilitiesDivision626739
 Virginia535354
Economically DisadvantagedDivision857983
 Virginia757578
English LearnersDivision<<
 Virginia676762
Gap Group 2Division838584
 Virginia797981
Gap Group 3Division1009492
 Virginia767675
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198263181684671619836417
Female228361171886671420856515
Male168064201482681817816419
American Indian-757525<<<<8756725
Asian269569523926983295625
Black868593277265289706130
Hispanic20927281290781018846616
Native Hawaiian<<<<<<<<<<<<
White238764132088681222886512
Two or more races258156192186651419826418
Students with Disabilities743365774942519514249
Economically Disadvantaged1070603087264289726328
English Learners8625438650445011675633
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277952211883651720826218
Female277851222186651417856815
Male278053201681651922795721
American Indian<100<0<100<0
Asian<<<<<100<0<100<0
Black1163523787466266696331
Hispanic<100<0793877<<<<
White328452162487631325876213
Two or more races50853515665593526835717
Students with Disabilities33027701161503912574543
Economically Disadvantaged17695231968593212746226
English Learners<<<<<100<0<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227957212085651525805620
Female278054201986671430845416
Male177760232185631519775723
American Indian<<<<<100<0<<<<
Asian<<<<<<<<<100<0
Black1466523477266289655635
Hispanic98273183070403010807020
Native Hawaiian<<<<<100<0
White248460162590661032865414
Two or more races41733227269165921795821
Students with Disabilities546415455954416443856
Economically Disadvantaged1270583077669248665834
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207454262582571821826118
Female227755232985561519816219
Male177254282279582123846116
American Indian<<<<<100<0<100<0
Asian<100<0<<<<<<<<
Black36259381674582612695731
Hispanic<100<01783671717755825
White267953212885571525886312
Two or more races175033503580452013837017
Students with Disabilities6332767753454712584742
Economically Disadvantaged11635237157458269736527
English Learners<100<0<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238057201880622026856015
Female278457161979592129875813
Male207757231781641922846216
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black12604840562573817796221
Hispanic4093537<100<0<100<0
White278659142185641529885812
Two or more races248662143686501422836117
Students with Disabilities9413259113928618615339
Economically Disadvantaged8625438869613112776523
English Learners<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288457161582671817866815
Female318755131984651619876813
Male248258181281681916846816
American Indian<100<0<<<<<<<<
Asian<100<0<100<0<100<0
Black13715929116858329736427
Hispanic55913692193717<<<<
White338956111887691318907210
Two or more races318150191590751021846316
Students with Disabilities5575243642365814534047
Economically Disadvantaged16766024664583610756525
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students108272181382691817775923
Female138572151487731319796021
Male88072201277652315755925
American Indian<100<0<100<0<<<<
Asian<100<0<<<<<100<0
Black666613416665349595041
Hispanic694896<<<<28724428
White149076101989701120846416
Two or more races-93937189173917786122
Students with Disabilities936276434239585282372
Economically Disadvantaged672662856964316605440
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5918695928786888212
Female8918498938678908310
Male3918893918893858215
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black281791928381172777523
Hispanic-888813-94946-1001000
White896884696894792848
Two or more races-9494671009307878013
Students with Disabilities858504265146496585242
Economically Disadvantaged182821828281182818019
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

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 Students188062201780632018786022
Female238562152185641525846016
Male137663241274632613726028
American Indian<<<<<100<0<100<0
Asian<100<0259267845100550
Black567623386961319615239
Hispanic14867314785781513816819
White258662142185641523856215
Two or more races13887513218261189776923
Students with Disabilities632266883628646373163
Economically Disadvantaged765583576558354595541
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167559251875572617755825
Female228361172582571826815519
Male10675733116756338706230
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<100<0
Black65953411260484010584842
Hispanic1794786<<<<22725028
White218261182081611920826118
Two or more races13816919237754235847916
Students with Disabilities5262174-2626743272473
Economically Disadvantaged758524295849423565444
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208566151685691520816119
Female258863121989701123886512
Male158368171381681917755825
American Indian<<<<<100<0
Asian<100<0<100<0<100<0
Black475712557772238645536
Hispanic11796821-898911-92928
White289063102289671125886312
Two or more races13948162087671313695631
Students with Disabilities7393261164529559504150
Economically Disadvantaged773652747470266625638
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 Students208565151784661616816619
Female218666141885681516826618
Male198465161782651816816519
American Indian179275813877313-868614
Asian4091519459045104496524
Black974662687163296666034
Hispanic198869131589741116846816
Native Hawaiian<<<<<<<<<<<<
White248965112189681119886812
Two or more races249066102286631418806220
Students with Disabilities852444874842526443856
Economically Disadvantaged11756425107262288706230
English Learners7807320125947419665734
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278559152287651318806120
Female248561152284611617765924
Male298657142289681119836417
American Indian<100<0<<<<
Asian<<<<<100<0<100<0
Black1268563297465263625838
Hispanic<100<01493797<<<<
White30906010279265824886412
Two or more races571004302272502830784822
Students with Disabilities10504050964553612402960
Economically Disadvantaged13776423137663249716229
English Learners<<<<<100<010908010
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students358550153187561330825218
Female368549152785581532825018
Male338552153689531128815319
American Indian<100<0<100<0<100<0
Asian<<<<<<<<<100<0
Black227452262074542616624738
Hispanic27825518<<<<15806520
Native Hawaiian<<<<<<<<
White37895211339259837905310
Two or more races6295335559136926744726
Students with Disabilities1350375076255388473953
Economically Disadvantaged227754232278562217705330
English Learners<<<<<<<<<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students257752232679532121816019
Female257752232880522019755725
Male257652242478542223866314
American Indian<100<0<<<<<100<0
Asian<<<<<<<<<<<<
Black9645536196445367635537
Hispanic<<<<189173933754225
White318251182884561624896511
Two or more races86758333890521026704330
Students with Disabilities8413359113625647413459
Economically Disadvantaged17675033206848329665734
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198768131884661615867214
Female198869121986671416877113
Male188668141782661813867314
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black672662867064307756925
Hispanic20876713<<<<9100910
White24926882189681118907210
Two or more races1090801078073201791749
Students with Disabilities7544746114130593504750
Economically Disadvantaged9736527107465265757025
English Learners<100<0<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238764131681651911756525
Female28906210198263189746526
Male188567151481661913776523
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black977682376457365615639
Hispanic369155923775423<<<<
White28926482188671212816919
Two or more races14796421689831111635337
Students with Disabilities843355843733637443756
Economically Disadvantaged1479642156257387645736
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students587821318382175777223
Female587821318786133777323
Male587821328179197787122
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black2797721-7474264666234
Hispanic8100920<<<<18644536
White69185928988114837917
Two or more races8100920<<<<1493797
Students with Disabilities355534534542556383163
Economically Disadvantaged278752227674244736927
English Learners<100<0<<<<<<<<
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8847516118676148827418
Female88779131290791010857515
Male980712098273187787222
American Indian<<<<<100<0<100<0
Asian<100<0<100<0<100<0
Black476722447773234666334
Hispanic13816919101009002793677
White11887812139077109887912
Two or more races-8282187807320-757525
Students with Disabilities-585842-535347-434357
Economically Disadvantaged475712557671242666434
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students8807320977682312776623
Female7827418983751711817019
Male87971211070603012736127
Asian<100<0<100<0<100<0
Black469653126260383585542
Hispanic-818119-858515-868614
White108575151384711616856915
Two or more races<100<015856915892858
Students with Disabilities446425424543553423958
Economically Disadvantaged570653015757435605540
English Learners<100<0<<<<<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students2694686179074102292708
Female259671416917692093747
Male26926581789721126906410
Asian<100<0<<<<60100400
Black1391789128775138877913
Hispanic<<<<17897211<<<<
White319563518917392693677
Two or more races<100<0201008001592778
Students with Disabilities<100<0101009007676033
Economically Disadvantaged1487731368579151791749
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 Students158571151586711413847116
Female128573151586721411837217
Male178568151686701415857015
American Indian<100<0-1001000<<<<
Asian5310047022917091996774
Black470663057468263676433
Hispanic98880128928386878113
Native Hawaiian<100<0<<<<<100<0
White199172920917291791749
Two or more races19917292187661318826518
Students with Disabilities447425385143503504750
Economically Disadvantaged673662787567254716629
English Learners<<<<<<<<7575043
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217957212788611221816019
Female157560252687611316766024
Male288255182990621025856015
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<<<<
Black9605140157661246595241
Hispanic<<<<279164917836717
White24856115319363726906410
Two or more races337542254386431426744826
Students with Disabilities433296711564644-434357
Economically Disadvantaged156348371981621910685833
English Learners<100<0<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students11887712129179910857515
Female1088781399283810847416
Male13897611159176911877613
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black4777223-8181193696631
Hispanic10100900<<<<-898911
White149379717957851491779
Two or more races2193717910091011897811
Students with Disabilities247445396657342484652
Economically Disadvantaged380772068175194757125
English Learners<100<0<<<<<<<<
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168771131381671914806720
Female138875121584691612827118
Male188667141277652316786322
Asian<100<0<100<0<100<0
Black575702536359374625838
Hispanic6756925-93937491879
White20927281988691220896911
Two or more races1994756-69693120876713
Students with Disabilities847395343835622413959
Economically Disadvantaged578722236562352656335
English Learners<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students19907210128673149898011
Female1792758148773137888212
Male208868121184731613907710
Asian<100<0<100<0<100<0
Black28684149766724-777723
Hispanic<<<<<<<<<<<<
White2591679148975111293817
Two or more races20100800991829<<<<
Students with Disabilities<100<0<<<<<<<<
Economically Disadvantaged686801456964315837817
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students984761698676148867814
Female786791488375177857815
Male108372171188771210887812
American Indian<100<0<100<0<<<<
Asian<100<0<100<0<100<0
Black16362383747226-747426
Hispanic-898911-1001000-808020
White139481614917791394816
Two or more races694886279164917836717
Students with Disabilities262603854843522615939
Economically Disadvantaged368653237572251727128
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 Students349057103490551023856215
Female319059103089591121866414
Male369054103890521024846016
American Indian<100<01792758<<<<
Asian7710023053974335096464
Black188364171880622010726328
Hispanic3493597269367720836317
Native Hawaiian<100<0<<<<<100<0
White4094536419353728906210
Two or more races3093647469245824896611
Students with Disabilities8675933156247386565044
Economically Disadvantaged218363172182611811746426
English Learners<100<023775423<<<<
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students20917192086661414836817
Female209070101384721613837017
Male20917292888601216826718
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black482781867469267665934
Hispanic2093737138067208776923
White2894666279265817897311
Two or more races-94946299364715856915
Students with Disabilities76357374545046-535347
Economically Disadvantaged584781657569255757025
English Learners<100<0<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228664141988691219866714
Female198869131787701317877113
Male258459162188671221856315
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black871632968074205746826
Hispanic291007102110079025835817
White2791649259065102391689
Two or more races259469623926982993647
Students with Disabilities-6060401052434811625138
Economically Disadvantaged9756625777702311726028
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students288759132589641117866914
Female228361172188671213847116
Male35925782989601122886612
Asian<100<0<100<0<<<<
Black14836917147460264757125
Hispanic13736027810092014907610
White359156930946462592678
Two or more races278053201783671715856915
Students with Disabilities11685832669633111635337
Economically Disadvantaged1480662088071204736927
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students<100<0
Male<100<0
White<100<0
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4094556379357725886312
Female3795585359661423886512
Male4294516399152927886112
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black219069101588731214766224
Hispanic59100410<<<<24765324
White479648445965143093637
Two or more races4710053055913692494716
Students with Disabilities15685333116654344524848
Economically Disadvantaged2691669228967119776923
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6695285539138939834417
Female6697313489142940854515
Male6793267589235838804220
American Indian<100<0<100<0
Asian<100<060903010<100<0
Black519039103882441820704930
Hispanic<100<0389557529825318
White7197253589436647873913
Two or more races64100360649329732895811
Students with Disabilities137058302365423510433357
Economically Disadvantaged508938113584491620735327
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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy BenchmarksDivision: 91.49 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-kindergarten119108109
Kindergarten373356358
Grade 1402401366
Grade 2428404398
Grade 3385425411
Grade 4444381418
Grade 5387433377
Grade 6445390447
Grade 7403443404
Grade 8436409455
Grade 9492456454
Grade 10464457438
Grade 11410408416
Grade 12392412400
Total Students5,5805,4835,451
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 Students558054835451
Female270726692661
Male287328142790
American Indian141717
Asian697070
Black153615221481
Hispanic173149173
Native Hawaiian656
White352334813449
Two or more races259239255
Students with Disabilities658641635
Not Students with Disabilities492248424816
Economically Disadvantaged200519211863
Not Economically Disadvantaged357535623588
English Learners394448
Not English Learners554154395403
Homeless82331
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

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

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

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

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

Status of the Students in the 2016-2017 Cohort
Student SubgroupTypeAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All StudentsDivision21916296146
State4977134413270494355291988
FemaleDivision119793142
State27208151939333271895690
MaleDivision1008365104
State2256319220177161636341298
AsianDivision<<<<0<
State45721127821711655
BlackDivision57523463
State79241059810692161508849
HispanicDivision690010
State47494925291891967259
WhiteDivision144925263
State299791609911555741732722
Two or more racesDivision891010
State23621474924317496
Students with DisabilitiesDivision3229140
State1022602927041321179106
Economically DisadvantagedDivision32683164
State959315817159242326561135
English LearnersDivision<<<<0<
State1518329526533162780
HomelessDivision<<<<0<
State203617882423755
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students41639093.839695.2143.4
Female20820196.620297.141.9
Male20818990.919493.3104.8
Asian0<100<10000
Black12511289.611692.864.8
Hispanic161593.81593.816.3
White25224195.624396.462.4
Two or more races191894.71894.715.3
Students with Disabilities393487.23589.7410.3
Economically Disadvantaged11410390.410491.265.3
English Learners0<100<10000
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 Taken101 / 5.75%303 / 17.48%260 / 15.22%
Advanced Placement Course Enrollment106 / 6.03%328 / 18.93%267 / 15.63%
Dual Enrollment245 / 13.94%326 / 18.81%289 / 16.92%
Governor’s School Enrollment47 / 2.68%45 / 2.6%48 / 2.81%
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 StudentsDivision39126333
State800255758028
FemaleDivision19615123
State404623112723
MaleDivision19511243
State395632645333
AsianDivision0<100
State5267459213
BlackDivision1026536
State171671128234
HispanicDivision171041
State8077522135
WhiteDivision24917530
State457593374926
Two or more racesDivision211148
State3387249826
Students with DisabilitiesDivision321456
State5663303146
Economically DisadvantagedDivision1005446
State224061294742
English LearnersDivision0<100
State3672225539
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2014-20152015-20162016-2017
NOCTI AssessmentsDivision-8-
 State397141393623
State LicensuresDivision477
 State167317901964
Industry CertificationDivision492745185
 State89541100544109590
Workplace ReadinessDivision38284360
 State336653077542313
Total Credentials EarnedDivision5341044552
 State128850137248157490
Students Earning One or More CredentialsDivision424749481
 State104867109089126113
CTE CompletersDivision234234207
 State392914240440516
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All 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
 2013-20142014-20152015-2016
Percentage of fiscal year division
operating expenditures for instructional costs
68.869.768.5

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
 Local FundingStateFederal
2013-20144,384.004,729.00555.00
2014-20154,467.004,918.00552.00
2015-20164,692.005,041.00608.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2013-20142014-20152015-20162016-2017
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students523521483140531925691995224254881125004307144155
Female25771104062260612437452551123335424581446467
Male26581044378271313254542673131555825461638088
American Indian13301131101610015201
Asian71200682016640069300
Black1462592033146379242914557026361358903241
Hispanic15674616511361549551551243
Native Hawaiian0000000000000000
White330513252903361152625533011545461317518194104
Two or more races2241161024410182271631022718146
Students with Disabilities599361623611522024581492022567474641
Economically Disadvantaged192812153581985144596318731475573181218084103
English Learners35301423004331052310
Homeless20321254542975637948
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 Students95.8796.0395.63
Female96.0196.0895.73
Male95.7395.9995.54
American Indian93.0896.9493.73
Asian97.5997.7597.52
Black96.2196.2495.87
Hispanic94.9695.8996.18
Native Hawaiian94.6295.9794.59
White95.8195.9395.52
Two or more races94.9295.7495.07
Students with Disabilities94.6595.0193.89
Economically Disadvantaged94.9995.0894.81
English Learners96.9596.6697.05
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses74
Technology Offenses17
Offenses Against Student49
Offenses Against Staff15
Weapons Offenses19
Property Offenses15
All Other Offenses100
Other Offenses Against Persons152
Disorderly or Disruptive Behavior Offenses327
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2510.310.450.312
Asian1.2370.631.2770.451.284
Black27.53247.6827.75952.3727.16945.59
Hispanic3.1011.92.7171.583.1741.68
Native Hawaiian0.1080.420.0910.11
White63.14844.9463.48740.4163.27345.59
Two or more races4.6424.434.3594.744.6787.14
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2510.310.312
Asian1.2371.2771.284
Black27.53227.75927.16940.91
Hispanic3.1012.7173.174
Native Hawaiian0.1080.0910.114.55
White63.14863.48763.27350
Two or more races4.6424.3594.6784.55
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2510.310.312
Asian1.2371.2771.284
Black27.53227.75927.169
Hispanic3.1012.7173.174
Native Hawaiian0.1080.0910.11
White63.14863.48763.273100
Two or more races4.6424.3594.678
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 Students37.2537.2533.7
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 Students41.340.8144.76
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 Students73.2668.3474.41
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 14.37 : 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: 13.49 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2015-20162016-2017
Provisional2%5%
Provisional Special Education0%0%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%--
High Poverty---
Low Poverty100%--
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
2014-201545%50%0%5%
2015-201645%50%0%5%
2016-201744%52%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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