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General school information

Division: King George County Public Schools
Address: 9100 St. Anthony's Road King George, VA 22485
Superintendent: Dr. Robert B. Benson
Region: 3
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 Schools5
Fully Accredited5

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 StudentsDivision909393
 Virginia858687
FemaleDivision949698
 Virginia898990
MaleDivision859089
 Virginia828384
American IndianDivision<<
 Virginia848481
AsianDivision100<100
 Virginia909293
BlackDivision898990
 Virginia797981
HispanicDivision939594
 Virginia767675
WhiteDivision909595
 Virginia899091
Two or more racesDivision828883
 Virginia888989
Students with DisabilitiesDivision436870
 Virginia535354
Economically DisadvantagedDivision758482
 Virginia757578
English LearnersDivision<100
 Virginia676762
Gap Group 2Division898990
 Virginia797981
Gap Group 3Division939594
 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 Students188365171782651818826418
Female198767131986661422866414
Male177963211579632115786322
American Indian9100910-949461592778
Asian24886412389254823856215
Black8726428107161299685932
Hispanic118271181283711717836717
Native Hawaiian<<<<<100<0<100<0
White218665142085651521866514
Two or more races178164191979602116766024
Students with Disabilities12483652114130599403160
Economically Disadvantaged970603087061309706130
English Learners653474756560355555045
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228260181877592320755625
Female258359172080592022795721
Male198062201674582617725528
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<<<<
Black572672896051406605440
Hispanic158065201269583123825918
White268659142183621724805620
Two or more races207252282471482916665034
Students with Disabilities18503250102617749332367
Economically Disadvantaged1466533485950418585142
English Learners<<<<<<<<<<<<
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238158192380572023795621
Female258460163282501828835417
Male227856221477632318765924
American Indian<100<0<<<<<<<<
Black13705830177558259696031
Hispanic58580152486621421795721
White288556152481571929845516
Two or more races287850222777502315675233
Students with Disabilities165539452037176311392861
Economically Disadvantaged77163291369573114715729
English Learners<<<<<<<<<<<<
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218160192582571823846116
Female228361172683571725835817
Male207858222380572020846416
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<<<<
Black27169291667513311705930
Hispanic10817119987781335804520
White278256182885571524876413
Two or more races177963213387531329865714
Students with Disabilities94435561458444212493751
Economically Disadvantaged106556351267553312675533
English Learners<<<<<<<<<<<<
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268660142284621623815819
Female268963112089701122846216
Male278457162479552123785522
American Indian<100<0<100<0<100<0
Black187556251077672313635037
Hispanic138773132382591813806720
White298959112487631327865914
Two or more races27936771771542921846316
Students with Disabilities22502850104637549342666
Economically Disadvantaged1770533077163297706330
English Learners<<<<<<<<<<<<
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158267181588721218866814
Female2088691218927482292698
Male107666241383701715816619
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black67165291179682111806920
Hispanic31855415-8787131391789
White188567151889721119886812
Two or more races<100<0129482617745726
Students with Disabilities3423958114331575433857
Economically Disadvantaged5696431976672411766524
English Learners<100<0<<<<<100<0
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137865221376632416796421
Female158772131382691820866514
Male117160291269573111736227
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<<<<
Black11655535461573914614739
Hispanic<<<<13877313-848416
Native Hawaiian<<<<<100<0
White148369171679632117836617
Two or more races13756325<<<<15857015
Students with Disabilities6383163834266615331867
Economically Disadvantaged569643166357378675933
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students790831058984116898311
Female792858791849994866
Male888811248784134848016
Asian<100<0<<<<<100<0
Black-82821848379173787522
Hispanic5858015-94946793867
White992838691859792858
Two or more races68983115807520-808020
Students with Disabilities656504434743535514749
Economically Disadvantaged579742118685143868314
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 Students207857222080602024775423
Female248662142786591431865614
Male177153291375612517695231
American Indian<100<0<100<0<<<<
Asian45914593691559<<<<
Black96556351067573316614439
Hispanic178063201582681821876613
Native Hawaiian<<<<<100<0<100<0
White238158192384611626825618
Two or more races257550252472482819674933
Students with Disabilities43026701735186517331767
Economically Disadvantaged106152391066563415665134
English Learners<<<<<100<0<100<0
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students176952312172512825765224
Female218159192882541835895411
Male136047401460474015644936
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<100<0
Black65548451058484222603840
Hispanic<<<<2780532028835617
Native Hawaiian<<<<<100<0
White207453262475502525805620
Two or more races187153292070503025755025
Students with Disabilities-151585193617642432768
Economically Disadvantaged95445461557424316665034
English Learners<<<<<100<0
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238562151987691323785622
Female269064102689631126845716
Male218060201386731420745426
American Indian<100<0<100<0<100<0
Asian<100<0<<<<<<<<
Black117564251075652510615139
Hispanic18826418584791615907510
White26886212229371728835617
Two or more races327947212674472613614839
Students with Disabilities7433757133321679352665
Economically Disadvantaged10706030477732313655235
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 Students187860221681651916826618
Female188162191784671615846816
Male177558251679632116806420
American Indian15907510118978112993647
Asian28795121368852122993647
Black865573597364278716229
Hispanic188264181785681513877413
Native Hawaiian<<<<<<<<<<<<
White208161191884661618846716
Two or more races216948311972532813776423
Students with Disabilities10473753947385312433157
Economically Disadvantaged968593297061309736427
English Learners570653056358375736827
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students277952211684671616786222
Female317948211785681512776523
Male237956211682671820785822
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black1268563287163296615539
Hispanic2075552588881121891739
White318453161987691319826218
Two or more races296333382580552016725628
Students with Disabilities15533847749415114362164
Economically Disadvantaged1260484066862326645836
English Learners<<<<<<<<<100<0
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students34915792989601125825718
Female33915793287551324845916
Male35925782690651025805520
American Indian<100<0<100<0<<<<
Black178971111783671718745626
Hispanic36955952990621021826118
White38925383090601028865814
Two or more races418847124488441215705630
Students with Disabilities16715529953444715352065
Economically Disadvantaged198768132279562113725928
English Learners<<<<<<<<<<<<
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students317948213484501633855315
Female328048203887491338854715
Male317948213182511827855915
American Indian<100<0<100<0<100<0
Asian<100<0<100<0
Black175235482078582221846316
Hispanic20806020299263820907010
White358550153886471436854915
Two or more races297546253875382530895911
Students with Disabilities144431562049295117462954
Economically Disadvantaged146652341675592521765524
English Learners<<<<<<<<<<<<
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students17917391689731110867614
Female14917791492788992838
Male21916991887681311817019
Black1484691678376175797321
Hispanic15100850179478616846816
White1894766199172911897811
Two or more races2773452711796821-909010
Students with Disabilities1481671956156396524548
Economically Disadvantaged13867214138370178797221
English Learners<100<0<<<<<<<<
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167357271777602311746326
Female178063201879612111796821
Male156651341674582612695731
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black8605240176447362565444
Hispanic23775423-8181195817619
White177558251781641913776423
Two or more races27916491859414119695031
Students with Disabilities123018701737206311433257
Economically Disadvantaged96152391162513810615139
English Learners<100<0<<<<<<<<
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students6797321875672512786622
Female79184988173199797121
Male5686332870623015776323
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<<<<
Black5736827363593811695731
Hispanic<<<<29795021694886
Native Hawaiian<<<<<100<0
White6837717979702114816619
Two or more races8585042<<<<-676733
Students with Disabilities3454255526217416412459
Economically Disadvantaged6746826563573810756525
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students4676333586811410897811
Female47267286918591091829
Male4646036480762011867514
American Indian<<<<<<<<<100<0
Asian<<<<<100<0<100<0
Black259574138683142838217
Hispanic-8888131387731313816919
Native Hawaiian<<<<<100<0<100<0
White5716629687821311907910
Two or more races-45455547268281994756
Students with Disabilities-1515854545046-414159
Economically Disadvantaged158574238077204837917
English Learners<<<<<100<0<100<0
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students774672676457368807220
Female977692386759339817219
Male672652876155398797121
American Indian<100<0<100<0
Asian<<<<<<<<<100<0
Black147465324846522555445
Hispanic12766524<<<<892838
Native Hawaiian<<<<<<<<<<<<
White88173191071612911867614
Two or more races15806520-313169-787822
Students with Disabilities-242476-4242588544646
Economically Disadvantaged-60604014745534696531
English Learners<<<<
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167053301379672111857415
Female167256281282701811837317
Male176851321378642212877513
Asian27734527<100<0<100<0
Black362593857772237777023
Hispanic1562463819695031-1001000
White197354271482681814867214
Two or more races1562463813736027-828218
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged1057484326765333827918
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 Students108271181785681515857015
Female98375171684691614857115
Male128168191885671516856915
American Indian-100100020806020<<<<
Asian14907610239573529100710
Black364613687265286696331
Hispanic87971211280682013847116
Native Hawaiian<<<<<<<<<100<0
White138874122089691118897111
Two or more races77670241380672017887112
Students with Disabilities4383462655504511534247
Economically Disadvantaged568633267064306736628
English Learners<<<<<<<<8625438
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127867223284521623805720
Female97869222980512025775123
Male157964213487531320826218
American Indian<100<0<100<0<100<0
Asian<100<0<100<0
Black25554451372592813645136
Hispanic106252381476622410807020
White148570153888511226835717
Two or more races87567253869313123815819
Students with Disabilities93930611469563118553845
Economically Disadvantaged567613397061309595041
English Learners<<<<<<<<<<<<
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students5767124984761616877113
Female68074201085751511897811
Male5736827884761621856415
American Indian<100<0<100<0<100<0
Asian<<<<<100<0<100<0
Black260594037572254706730
Hispanic<<<<79386711897811
Native Hawaiian<<<<<100<0
White88375171186751419907110
Two or more races-646436<<<<23866414
Students with Disabilities-373763561553913594641
Economically Disadvantaged467623317473269817319
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students88678141181701915877213
Female8888012108372171791739
Male88476161180682013847016
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black175732586759333716829
Hispanic-8888121577622333754225
Native Hawaiian<<<<<<<<<100<0
White11907810138774131992738
Two or more races-838317-727228496914
Students with Disabilities4262274-4444563363364
Economically Disadvantaged376732446258383757125
English Learners<<<<<<<<
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students15907410239472611887712
Female109282822967349877813
Male21876613239370712887612
Asian<<<<<100<0<100<0
Black8817219138773134787422
Hispanic1393807109080108756725
White179376725967141291799
Two or more races1380672020907010<<<<
Students with Disabilities<<<<<100<0<<<<
Economically Disadvantaged1681651998878138625438
English Learners<<<<<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students12827018128472168857715
Female1081711998374176857915
Male148269181484701610857515
American Indian<100<0<<<<<100<0
Asian<100<0<<<<<100<0
Black356544456964313666334
Hispanic13806720964553610908110
Native Hawaiian<<<<<100<0<100<0
White15907410149076109898011
Two or more races10766724987781310908010
Students with Disabilities-383862-4343573474353
Economically Disadvantaged362593876961312767424
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

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 Students218664142185641521846316
Female188668141887701319846516
Male258561152584591624856115
American Indian<100<0279164917836717
Asian1895775339562541100590
Black107363271175652512726028
Hispanic23886513239673424906610
Native Hawaiian<<<<<100<0<100<0
White258965112487631323866314
Two or more races208161192486621421866514
Students with Disabilities115442461251394912554345
Economically Disadvantaged12746326974652611726128
English Learners<<<<178367179736427
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students149076101589741118897111
Female10908010990811011877613
Male189072102088681223906710
Asian<100<0<100<0<100<0
Black3767324977692312776523
Hispanic2090701051009501994756
White169477618927482091729
Two or more races10857515682761814867114
Students with Disabilities-4343574383363-555545
Economically Disadvantaged182801827876228756825
English Learners<100<0<100<0<100<0
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118473161180692018856715
Female58580151085751516867014
Male158367171374622619836417
American Indian<100<0<100<0<<<<
Asian<<<<<100<0<100<0
Black-717129667613311695731
Hispanic<<<<171008301695795
Native Hawaiian<<<<<100<0
White138875121282701819876813
Two or more races19886913<<<<2495715
Students with Disabilities-343466-5050506484252
Economically Disadvantaged971622946763337746726
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177760231978602214806620
Female127665241377632312796721
Male227755232480562017826518
American Indian<100<0<<<<<100<0
Asian<100<0<100<0<100<0
Black664583686759334636037
Hispanic15776223259267828896111
White218261182181601915826718
Two or more races558534224765224<100<0
Students with Disabilities-424258145743437736727
Economically Disadvantaged760544036662346615539
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students89183914998412092738
Female48985111310087011877713
Male119281817978032998692
American Indian<100<0<100<0
Asian<100<0<100<0<100<0
Black-838317-10010001891739
Hispanic<100<0<100<0<<<<
White109181920987821993737
Two or more races<100<0<100<0<100<0
Students with Disabilities<<<<<<<<<100<0
Economically Disadvantaged-828218-10010005827718
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248562151787701318846616
Female24886412119180916846816
Male248359172384611620836417
American Indian<100<0<100<0<100<0
Asian<100<0<100<0<100<0
Black1069583147571257736727
Hispanic1891739-10010001995765
White309060102089681119846516
Two or more races<100<0319463614826818
Students with Disabilities450465043026703423958
Economically Disadvantaged973632757670248716329
English Learners<100<0<100<0<<<<
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students448945114589441135824718
Female408848124690451035814719
Male48914394387441336834717
American Indian<100<0<100<0<<<<
Black318049202887581319715329
Hispanic439048105790331037814419
White48924584789431141864414
Two or more races508333174688421322745226
Students with Disabilities29683832275327478413359
Economically Disadvantaged288254183078472214715729
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

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: 93.29 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-kindergarten9699102
Kindergarten317277307
Grade 1355314289
Grade 2369354321
Grade 3328362364
Grade 4321331360
Grade 5357337345
Grade 6302368345
Grade 7303306367
Grade 8311321311
Grade 9363327349
Grade 10327347302
Grade 11325281298
Grade 12310359305
Post Graduate031
Total Students4,3844,3864,366
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 Students438443864366
Female214121492096
Male224322372270
American Indian212320
Asian555050
Black904842798
Hispanic229241256
Native Hawaiian547
White288329252911
Two or more races287301324
Students with Disabilities437471510
Not Students with Disabilities394739153856
Economically Disadvantaged145015081464
Not Economically Disadvantaged293428782902
English Learners252436
Not English Learners435943624330
Migrant11
Homeless634213
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 StudentsDivision17012941155
State4978334418270994955151976
FemaleDivision85591071
State27214151969363301886684
MaleDivision85703184
State2256919222177361936291292
American IndianDivision<<<<<<
State123127114274
AsianDivision<<<<0<
State45731128821711653
BlackDivision29311042
State79241059610702191502852
HispanicDivision7110110
State47504926291891963260
Native HawaiianDivision<<<<0<
State62634043
WhiteDivision120773053
State299881610411585771729709
Two or more racesDivision680030
State23631474934317495
Students with DisabilitiesDivision2124060
State1022603127091331175105
Economically DisadvantagedDivision223710122
State959415818159442726451138
English LearnersDivision<<<<0<
State1518329526534162683
HomelessDivision<<<<<<
State203616882423757
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 Students32430393.530493.8154.6
Female15314594.814594.874.6
Male17115892.41599384.7
American Indian0<<<<<<
Asian0<100<10000
Black676191619146
Hispanic201890199515
Native Hawaiian0<100<10000
White20820096.220096.252.4
Two or more races171482.41482.4317.6
Students with Disabilities2418751875625
Economically Disadvantaged746081.16081.11216.2
English Learners0<100<10000
Homeless0<<<<<<
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2014-20152015-20162016-2017
Advanced Placement Test Taken182 / 13.74%110 / 8.38%202 / 16.12%
Advanced Placement Course Enrollment201 / 15.17%118 / 8.99%250 / 19.95%
Dual Enrollment348 / 26.26%507 / 38.61%477 / 38.07%
Governor’s School Enrollment84 / 6.34%89 / 6.78%89 / 7.1%
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 StudentsDivision29519733
State800255758028
FemaleDivision13710027
State404623112723
MaleDivision1589739
State395632645333
American IndianDivision0<100
State25416535
AsianDivision0<100
State5267459213
BlackDivision704536
State171671128234
HispanicDivision201715
State8077522135
WhiteDivision18712334
State457593374926
Two or more racesDivision15<100
State3387249826
Students with DisabilitiesDivision261062
State5663303146
Economically DisadvantagedDivision683450
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---
 State397141393623
State LicensuresDivision--11
 State167317901964
Industry CertificationDivision348468490
 State89541100544109590
Workplace ReadinessDivision--25
 State336653077542313
Total Credentials EarnedDivision348468526
 State128850137248157490
Students Earning One or More CredentialsDivision280391405
 State104867109089126113
CTE CompletersDivision130194194
 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 Students16928320171%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students18331423675.2%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students19432121366.4%
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
65.866.567.8

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
2013-20143,392.004,692.00507.00
2014-20153,315.004,946.00478.00
2015-20163,378.005,054.00531.00

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 Students3942307137128391635912713238973541241523880377122154
Female19401436069191716066641919176556018851715080
Male20021647759199919961681978178699219952067274
American Indian17121243022130119002
Asian53012503105011049212
Black802793228795802532752682737674702641
Hispanic216103112251374214229122332899
Native Hawaiian0000000000000000
White26281919271257423087752593227798726092388087
Two or more races22126715244287192643381428939612
Students with Disabilities373452213380561520410591526424652924
Economically Disadvantaged11881518063122820082811178193759210791716278
English Learners26100272102520136224
Homeless1251410135317613451099351338
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 Students95.0294.7394.58
Female95.0294.994.61
Male95.0294.5694.55
American Indian92.3793.1194.96
Asian96.7897.3296.03
Black95.2794.9594.51
Hispanic95.795.0294.88
Native Hawaiian92.5793.1690.99
White94.9294.6794.58
Two or more races94.5994.1594.31
Students with Disabilities93.793.3192.96
Economically Disadvantaged93.6593.0793.11
English Learners95.7795.7393.69
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 Offenses26
Technology Offenses<
Offenses Against Student24
Offenses Against Staff<
Weapons Offenses<
Property Offenses<
All Other Offenses<
Other Offenses Against Persons97
Disorderly or Disruptive Behavior Offenses160
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 Indian0.4791.690.5250.430.460.84
Asian1.2550.421.141.150.42
Black20.6240.5119.20239.3218.35738.4
Hispanic5.2242.115.4962.565.8891.27
Native Hawaiian0.1140.840.0910.161
White65.76246.4166.70547.8666.96648.95
Two or more races6.5478.026.8649.837.45310.13
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 Indian0.4790.5250.46
Asian1.2551.141.15
Black20.6219.20228.5718.35737.5
Hispanic5.2245.4967.145.88912.5
Native Hawaiian0.1140.0910.161
White65.76210066.70557.1466.96650
Two or more races6.5476.8647.147.453
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 Indian0.4790.5250.46
Asian1.2551.141.15
Black20.6219.20218.357
Hispanic5.2245.4965.889
Native Hawaiian0.1140.0910.161
White65.76266.70510066.966
Two or more races6.5476.8647.453
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 Students35.2831.5829.31
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 Students31.0441.4447.67
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 Students68.8972.2173.52
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: 15.73 : 1

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

2015-2016 Grades 8-12 Student Teacher Ratio: 10.9 : 1

student 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
Provisional12%9%
Provisional Special Education2%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2014-20152015-20162016-2017
Division
All Schools100%7%6%
High Poverty---
Low Poverty100%11%-
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
2014-201552%46%0%2%
2015-201650%46%1%3%
2016-201750%46%0%4%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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